Good article. Computers for children is not just about giving a child a laptop. What are they learning? How can they be better? How can they contribute?
I left corporate eLearning management nearly six years ago to pursue a doctorate in educational technology and return to K12 teaching. I felt strongly that the coming wave of technology would mandate a change in teaching. First of all, I knew what would come to be expected in the future workplace because I was already there. Seven years with IBM and AT&T Network Services led me to believe that the constant multitasking associated with my job had changed my brain. I couldn’t prove an actual physical change at the time. At the very least, I know it changed the way I think and approach problem solving and work.
Read on Teach Web
By Stephanie S. Tolan
© 1996 Stephanie S. Tolan
It’s a tough time to raise, teach or be a highly gifted child. As the term “gifted” and the unusual intellectual capacity to which that term refers become more and more politically incorrect, the educational establishment changes terminology and focus.
Giftedness, a global, integrative mental capacity, may be dismissed, replaced by fragmented “talents” which seem less threatening and theoretically easier for schools to deal with. Instead of an internal developmental reality that affects every aspect of a child’s life, “intellectual talent” is more and more perceived as synonymous with (and limited to) academic achievement.
Cheetah
The child who does well in school, gets good grades, wins awards, and “performs” beyond the norms for his or her age, is considered talented. The child who does not, no matter what his innate intellectual capacities or developmental level, is less and less likely to be identified, less and less likely to be served.
A cheetah metaphor can help us see the problem with achievement-oriented thinking. Continue reading »
