LISTSERV mailing list manager LISTSERV 16.5

Help for SCHOOL-IT Archives


SCHOOL-IT Archives

SCHOOL-IT Archives


SCHOOL-IT@LIST.UVM.EDU


View:

Message:

[

First

|

Previous

|

Next

|

Last

]

By Topic:

[

First

|

Previous

|

Next

|

Last

]

By Author:

[

First

|

Previous

|

Next

|

Last

]

Font:

Proportional Font

LISTSERV Archives

LISTSERV Archives

SCHOOL-IT Home

SCHOOL-IT Home

SCHOOL-IT  January 2008

SCHOOL-IT January 2008

Subject:

Re: More Thoughts from the Past

From:

Tommy Walz <[log in to unmask]>

Reply-To:

School Information Technology Discussion <[log in to unmask]>

Date:

Thu, 31 Jan 2008 14:06:01 -0500

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (254 lines)

Apparently you two guys didn't get the special edition with the motorcycle races and the nude canyon jumps.  Now that is interesting reading!



Tommy Walz
Technology Coordinator
Barre Supervisory Union

>>> Vincent Rossano <[log in to unmask]> 1/31/2008 11:50 AM >>>
Nor did I say it wasn't worth reading, just that most probably wouldn't find it "interesting".   :-)

>>> Stephen Barner <[log in to unmask]> 1/31/2008 7:41 AM >>>
I didn't say the book wasn't worth reading, just that it's dull. I actually liked the part about rejetting his carbs as he went up in altitude. 
 
--SB

From: School Information Technology Discussion [mailto:[log in to unmask]] On Behalf Of Vincent Rossano
Sent: Thursday, January 31, 2008 9:42 AM
To: [log in to unmask] 
Subject: Re: More Thoughts from the Past

>>> Stephen Barner <[log in to unmask]> 1/31/2008 5:58 AM >>>
>And luckily, it's not terribly long. One of the dullest books I've ever read.
 
You know, Steve, you're probably right.  Sometimes I forget who my audience is here:  a group of techies who like to get going and get things accomplished instead of people like me who prefer to spend time thinking about how other people should get things accomplished.
 
Folks, forget what I said about this book.  Most of you will most likely NOT find it interesting.  And, as far as summer reading: forget it!   This is no John Grisham page turner.   (My wife is forever joking about the kinds of books I take on vacation.  She tells me not to put them in my luggage because I'll have to pay overweight charges  And she's not talking about the size of the book.)
 
-Vince
 
 
________________________________
 
From: School Information Technology Discussion
[mailto:[log in to unmask]] On Behalf Of Vincent Rossano
Sent: Wednesday, January 30, 2008 11:56 AM
To: [log in to unmask] 
Subject: Re: More Thoughts from the Past
 

Vincent Rossano
Information Technology Director
Montpelier Public Schools
Montpelier, VT 05602
 
(802) 225-8690
 
>>> "Frank J. Watson" [log in to unmask]> 1/29/2008 2:02 PM >>
<mailto:[log in to unmask]> 1/29/2008 2:02 PM >>> 

 
>I didn't completely understand this until I read Pirsig's, 
>"Zen and the Art of Motorcycle Maintenance" some 20 years later.
 
Pirsig's book was an eye-opener to me too.  For those of you who aren't
familiar with it, "Zen and the Art of Motorcycle Maintenance" isn't
really about maintaining a motorcycle - except to the extent that it
represents a technological interaction with a machine. Primarily, the
book is an examination of the dichotomy between the pragmatic,
objective, linear thinking of the scientist and the romantic,
subjective, non-linear world of the artist - and, finally, an attempt at
reconciling the two.  Pirsig makes frequent forays into the esoteric
world of Platonic philosophy, but, most of the time, he presents his
thesis with a chatty casualness that, today, would most likely be
published in some sort of travel blog. It's beguiling.  And it's very
important to us because we are faced, in our delivery of technology
education, with the polarities of atomistic vs. holistic thought, the
schematic vs. the gestalt.  Does the average student benefit by being
presented with the underlying systemic pieces of a thing or, as
Wordsworth suggests, do we "murder to dissect"?  Can we continue to
understand the larger meaning of a phenomenon - for instance, the
Internet - when we have dived down into the underlying bits and bytes?
I think we can.  I think we must.  Get the book for summer reading; it's
extremely thought provoking.  
 
-Vince
 
 
 
 
 
 
 

On Jan 25, 2008, at 1:22 AM, Vincent Rossano wrote:
 

 Frank,
  
 Good evening from San Diego.
  
 The methodology you describe sounds like a fantastic way to help
kids make the necessary connections - mental and physical - between the
abstract and the concrete.  Back in the days before computers where
ubiquitous, the direction you worked was right (i.e., concrete to
abstract); today, though, kids are adrift in the abstract world of
computer technology and, in many cases, don't ever reach dry land.  We
need to work in the opposite direction and get the kids TO the concrete
from the abstract .  We need kids to understand how concepts play out in
the real world.  (One reason I've long been a supporter - to little
avail - of shop classes.)   Let the kids go ashore and explore.
  
 I think it was Lucie who, a while back, posted a link to a talk
given by somebody named Gever Tulley. It was called "Five dangerous
things you should let your kids do."   It was wonderful.  I mean, here's
this computer scientist (I believe that's what Tulley is) whose main
purpose (as an educator) is to get kids to do things that don't involve
computers; to get kids interacting with the physical world.  (If anyone
is interested, here's the link again:
http://www.ted.com/index.php/talks/view/id/202)
  
 Also, Frank, your focus on systems is really important.  Systems
are what make the world go 'round - the industrial and post-industrial
world, in any case.  When people ask me how I learned to work with
computers, they are often surprised when I tell them it was from trying
to maintain the junk cars I used to drive.  It was all about systems:
the fuel system, the electrical system, the carburetor (remember
those?), etc.  Car won't start?  What's missing?  Spark?  Air?  Fuel?
Supply the missing ingredient and - bingo - car starts.  Immediate,
concrete evidence that you've solved a problem.
  
 So teachers, get those kids out there playing with knives, cars,
and fire - just make sure you have another job lined up before you do.
:-)
  
 -Vince
  
  
 
 >>> "Frank J. Watson" <[log in to unmask]> 1/24/2008 4:31 PM
>>>
 Good Morning from South Carolina:
 
 As I have been reading through the recent posts concerning
teaching research to the Google generation, Child's Play, From Clicks
to... and the pleas for "creative computing " ,  I recalled some work we
did at UVM in the late 80's. At that time we were worried about kids
spending too much too on computers and not enough on hands-on learning
activities in and out of schools. Sound familiar??
 
  We  had a lot of student teachers at that time and they were
all over the state. They were willing and able to try new ideas  and
were in classrooms with a computer (mostly Apples and Commodore 64's).
We decided  we would use them to work on finding ways to design
"hands-on" activities that included the use of the computer.  Looking
back I am sure that we were very much influenced by Seymour Papert's
book  "Mindstorms" even through only a few of us had Logo on our
machines. 
 
 We started out by thinking that we should teach young kids
(grades 1-3) about "systems" since they were about to use a computer
system. The lessons we designed were guided by "ARC"- They started with
concrete experience with "stuff", moved to representational experience
(maps, models, drawings) and then to abstractions (words, symbols,
formulas).  
 
 We gave the kids wires, batteries, switches, lamps and doorbells
and let them put them together. They made drawings of "stuff"  that
worked and "stuff" that didn't work. They talked and wrote about
"systems"  that were formed with the "stuff." Finally after much
hands-on, drawing, writing and talking the computer appeared with
software that could be used to design circuits and systems.
 
 We gave them a collection of blocks that were different colors,
shapes and sizes and let them build with the blocks. We played games
with the blocks that were guided by "logic rules." They made drawing of
the results of the games and talked about the rules. Out came the
computer with software (Learning Company??) that allowed the games to be
played electronically.
 
 We gave them water, small cups and seltzer tablets and let them
investigate. We had races with warm and cold water, pieces of tablets.
We added other substances - salt, chalk, etc. They captured the bubbles
produced. Made drawings. They timed reactions. We talked and wrote about
system change. They made predictions  and tested them.  We searched for
software but I don't think we found any. We decided the best way to get
the computer involved was writing about their "work."
 
 Finally we started looking at the school building as a system.
We took "field trips" to the school boiler room, the bus garage, the
kitchen etc. We made drawings of the systems that made up the school. We
invited the folks that ran those systems to come and talk with the
students. We asked them to talk about "trouble shooting" their systems.
The students designed ways to keep the systems working. The computer
helped by giving us a way  to keep records about our "work."
 
 It is important to make a note about the classroom environment
where these activities took place. Almost all the classrooms had
"centers." Those that didn't have "centers" added them soon after we
started the activities.  The classrooms had a "work center" with tools,
raw materials (wood, cardboard (remember TriWall etc), running water,
etc. Writing and reading centers, and a center for the computer. In most
of the classrooms these "centers" were located next to each other to
promote easy access across the "centers" and stuff.
 
 Sorry for such a long ramble. As I wrote I realized we did at
least one more project that relates to the topic - so I'll stop here and
continue part 2 later.
 
 Peace
 
 Frank
 
 
 

 
 
 Frank J. Watson
 1 Lochend Lane
 Cheraw, SC 29520
 
 "I'll see it when I believe it"
 
 
 
 
 
 
 
Frank J. Watson
1 Lochend Lane
Cheraw, SC 29520
 
"I'll see it when I believe it"
 
 
 
 
 

______________________________________________________________
______________________________________________________________
This email may contain information protected under the Family 
Educational Rights and Privacy Act (FERPA) or the Health Insurance 
Portability and Accountability Act (HIPAA).  If this email contains 
confidential and/or privileged health or student information and you 
are not entitled to access such information under FERPA or HIPAA, 
federal regulations require that you destroy this email without 
reviewing it and you may not forward it to anyone.
 

--
This message has been scanned for viruses and
dangerous content by MailScanner, ClamAV and Bitdefender  and is
believed to be clean.

______________________________________________________________ ______________________________________________________________ 
This email may contain information protected under the Family Educational Rights and Privacy Act (FERPA) or the Health Insurance Portability and Accountability Act (HIPAA). If this email contains confidential and/or privileged health or student information and you are not entitled to access such information under FERPA or HIPAA, federal regulations require that you destroy this email without reviewing it and you may not forward it to anyone. 
-- 
This message has been scanned for viruses and 
dangerous content by MailScanner ( http://www.mailscanner.info/ ) ,ClamAV ( http://www.clamav.net/ ) and Bitdefender ( http://www.bitdefender.com/ ), and is 
believed to be clean. 

Top of Message | Previous Page | Permalink

Advanced Options


Options

Log In

Log In

Get Password

Get Password


Search Archives

Search Archives


Subscribe or Unsubscribe

Subscribe or Unsubscribe


Archives

October 2019
September 2019
August 2019
July 2019
June 2019
May 2019
April 2019
March 2019
February 2019
January 2019
December 2018
November 2018
October 2018
September 2018
August 2018
July 2018
June 2018
May 2018
April 2018
March 2018
February 2018
January 2018
December 2017
November 2017
October 2017
September 2017
August 2017
July 2017
June 2017
May 2017
April 2017
March 2017
February 2017
January 2017
December 2016
November 2016
October 2016
September 2016
August 2016
July 2016
June 2016
May 2016
April 2016
March 2016
February 2016
January 2016
December 2015
November 2015
October 2015
September 2015
August 2015
July 2015
June 2015
May 2015
April 2015
March 2015
February 2015
January 2015
December 2014
November 2014
October 2014
September 2014
August 2014
July 2014
June 2014
May 2014
April 2014
March 2014
February 2014
January 2014
December 2013
November 2013
October 2013
September 2013
August 2013
July 2013
June 2013
May 2013
April 2013
March 2013
February 2013
January 2013
December 2012
November 2012
October 2012
September 2012
August 2012
July 2012
June 2012
May 2012
April 2012
March 2012
February 2012
January 2012
December 2011
November 2011
October 2011
September 2011
August 2011
July 2011
June 2011
May 2011
April 2011
March 2011
February 2011
January 2011
December 2010
November 2010
October 2010
September 2010
August 2010
July 2010
June 2010
May 2010
April 2010
March 2010
February 2010
January 2010
December 2009
November 2009
October 2009
September 2009
August 2009
July 2009
June 2009
May 2009
April 2009
March 2009
February 2009
January 2009
December 2008
November 2008
October 2008
September 2008
August 2008
July 2008
June 2008
May 2008
April 2008
March 2008
February 2008
January 2008
December 2007
November 2007
October 2007
September 2007
August 2007
July 2007
June 2007
May 2007
April 2007
March 2007
February 2007
January 2007
December 2006
November 2006
October 2006
September 2006
August 2006
July 2006
June 2006
May 2006
April 2006
March 2006
February 2006
January 2006
December 2005
November 2005
October 2005
September 2005
August 2005
July 2005
June 2005
May 2005
April 2005
March 2005
February 2005
January 2005
December 2004
November 2004
October 2004
September 2004
August 2004
July 2004
June 2004
May 2004
April 2004
March 2004
February 2004
January 2004
December 2003
November 2003
October 2003
September 2003
August 2003
July 2003
June 2003
May 2003
April 2003
March 2003
February 2003
January 2003
December 2002
November 2002
October 2002
September 2002
August 2002
July 2002
June 2002
May 2002
April 2002
March 2002
February 2002
January 2002
December 2001
November 2001
October 2001
September 2001
August 2001
July 2001
June 2001
May 2001
April 2001
March 2001
February 2001
January 2001
December 2000
November 2000
October 2000
September 2000
August 2000
July 2000
June 2000
May 2000
April 2000
March 2000
February 2000
January 2000
December 1999
November 1999
October 1999
September 1999

ATOM RSS1 RSS2



LIST.UVM.EDU

CataList Email List Search Powered by the LISTSERV Email List Manager