Have you ever been to a concert or sports event where you were invited to text or Tweet messages to a public screen?
Wiffiti is a company out of Boston whose technology allows anyone, from corporate sponsors to teachers to the average Joe Internet User, to create a public wall for the purpose of gathering text and Tweet “graffiti”.
How is this useful in a classroom setting?
My level 1 Spanish students have been reading a book in which the main character has to make a choice between following his parents’ rules or doing what he wants while they are away. I wanted the kids to discuss the pros and cons and take a side, in Spanish.
Without technology, this is just a discussion and some kids might tune it out, but when I instructed kids to take out their phones (which most of them had and were thrilled to be asked to use them in class) and had them text their advice to the character, they were on board immediately. And on the board – literally – immediately! In seconds, their messages started popping up on the SmartBoard for all to see.
It was fun to see what they wrote, and to see the auto-namer assign them all such funny names, like CinnamonToucan, and SteelSeahorse.
Most of them stuck to the assignment but a few did get carried away with the excitement of being able to communicate something and have everyone see it… without teacher clearance.
Which is EXACTLY why I welcome this type of activity, because it provides an opportunity for teachers to get involved with how students represent themselves online. Their digital expression of themselves is often private, but when they do this in the classroom, the teacher can moderate the discussion. Which I did.
“Perdón, who is MintParrot8?” A boy grins smugly from the back of the room. I use his post as a negative example, and he quickly sends a new message which follows the assignment.
We’ll continue to build on that success with other projects. I’ll send an update next time we use it. Check it out!
In Hamlet’s Blackberry, William Powers argues that we need a new digital philosophy that finds balance between connecting outward and inward. His goal in this book is to explore “a practically useful way of thinking about technology, so it serves the full range of human needs, inside and out”(100). Powers finds the answers of how to face the challenges tech presents by looking to the past. He explores examples of past technologies and people’s reactions to them to shed light on how concerns we should be considering as we learn to negotiate an ever changing digital world.
In the days of Plato & Socrates, the new technology was the written language which started replacing oral communication. Socrates feared that writing would cause people to use their memories less and would eliminate the back and forth communication that speaking offered.
He misjudged writing because he judged it through the lens of the old tools (speaking), an error we still make today.
Writing actually provided a lot of benefits, allowing us to bridge the distances between people (oral communication could only happen in close proximity—at least in Plato’s day); and writing allows us to reflect and ruminate later at our own pace and repeat ideas until we understand them.
But as is often the case, the improvements made by a technology can also cause other problems. By the time Seneca arrives on the scene, writing had grown to the point of the great library of Alexandria and the new challenge was how to handle the increased libraries and mailing. People were awash with info, but not necessarily knowledge.
In an age saturated with info, we have to pare down and decide what is most important or necessary. The paradox of information is that the more there is available, the harder it is to be truly knowledgeable.
In 15th centuryEurope, Gutenberg’s printing press caused another radical technological shift, changing reading methods from a public, shared activity to a private one, and increasing the type and quantity of information available to the masses. By Shakespeare’s day, the printing press had made the proliferation of reading materials overwhelming. Powers points out: “Over and over in history, new technologies arrive that play to our natural maximalist tendencies. At the same time, quietly but persistently, there’s a need to find balance.” (154-55). This balance was found by using another “new” tool, a reusable “tablet” that allowed a person to jot down notes and then erase them later. This offered a way for people to pare down. Much like in Seneca’s day, people felt the need to find a way to slow down and sift through what was really important.
What tools will we provide our students with that will help them sift through the plethora of information and help them deal with the feeling of being overwhelmed?
Stay tuned for the next installment featuring Franklin, Thoreau, & McLuhan.