Reflection #5

Rusk et al give a great explanation of where the Computer Clubhouse came from, what it is there for, and where it is going. They discuss the 4 core principles behind the computer clubhouse when it was started 15 years ago, and despite the amount that technology has changed since then, the core principles have remained the same. The computer clubhouse is a space where students are provided access to technology and to people who can provide them with support about using the technology. The program allows students to investigate/create/design with technology without the pressure of sticking to one particular task or completing one assignment before another is started, like they might be subjected to in a traditional classroom setting.

Reading the Computer Clubhouse article this week was particularly interesting since the idea behind it is the basis for Maggie and I's final project. Maggie had approached me with the idea of an after school program that would help bridge the gap between technology and teachers. The program would be a place where teachers could voluntarily go to learn about, get support with, and become comfortable with technology. I thought this was an excellent idea (for many many reasons, but I will refrain from listing all and stick to, what I think, are the most important ones) 1. because technology can be extremely motivating, engaging and just plain old fun... When used with the understanding of the educational theories and motivations behind it, 2. because the technology is available! We should be using it, and not just because the state says we have too,but because we feel it will enhance the learning that goes on in the classroom for our students, as well as teachers, and 3. because I will be in the same boat as a lot of teachers out there who want to use technology in their classrooms. Rather than just using technology for the sake of using technology, I want to make sure I am using it the way it was intended to be used, play/navigate it so that I know what my students will be encountering, but overall be a learner myself.

Many of the core principles that Rusk et al discuss in the chapter could certainly be applied to an after school technology program for teachers. The whole idea of giving teachers a chance to play around with the technology themselves is echoed in the reading when the authors say "As clubhouse members work with these tools, they build toward greater confidence and technical fluency"(p.7). They also talk about the "creative design spiral", which if teachers could do when designing lesson plans that integrate technology, they might feel more inclined to use technology in new ways. Another thing I found interesting was that the authors observed communities forming between people with common interests. I think that would be a great way to bring together teachers in different subject areas and use their like-interests to their advantage to create activities that span across subjects.

Although I am clearly an advocate for programs that foster learning through experimentation, exploration, and inquiry, I think that the Computer Clubhouse's success has been partially due to the fact that it is a voluntary after school program, which most likely attracts students who are interested in computers and technology. In the case of the after school program for teachers, the problem I foresee is getting teachers who might not be to interested in technology in the first place to come in. But for the sake of being optimistic, even if the not-interested-in-technology teachers didn't show up, there would still be a place for the sort-of-interested-in-technology and really-interested-in-technology teachers to have a place for support and guidance.

The Pinkard article discussed using culturally familiar raps and clapping songs as scaffolding to help African-American children develop early literacy skills such as vocabulary and reading. The raps and clapping songs are part of software, Rappin' Reader and Say Say Oh Playmate, that is used in an after school program for African-American low SES students.

The author suggests that using raps and clapping songs will aide students with their literacy skills because the songs are part of their every-day lives, they have repetitive lyrics, and the motivational impact because "African American males are the largest contingency of rap music listeners" and because many of these students "look up to rappers as role models."

While I am totally all for using culturally relevant material in certain situations, I kind of feel like this is extreme stereo-typing. Yes African American males might be the largest contingency of rap music listeners, but they sure as heck aren't bumping to Kriss Kross's "I Missed the Bus". You can't just replace Jay-Z with Micky Mouse 'rapping' "Whoomp there it Went" and call it cultural relevance. I think what makes something culturally relevant, are the components of the material. The language, plus the rapper, plus the context make the music 'rap' music, and taking away any of those parts takes away the culture that is embedded within the music. I just think this is going in the totally wrong direction. Rather than providing kids with rather ridiculous versions of what we think is 'appropriate' culturally relevant material, why not provide them with authentic culturally relevant material which is appropriate at the same time?

My model has not been included because I think the idea of technology and education is not something that can be put into squares and circles and be 'connected' in the way a model requires. I think my blogging been a better way to express what I think of technology and education and to show how I think they coexist.