1-to-1 and Getting Work Done

Was in Los Angeles with a group of administrators/teachers at schools and colleges talking about 1-to-1, what's possible, what the research says, what the components for success are, logistics, caveats, hindsight from other schools, etc. Related this story but not in so much detail.

A neighbor of mine is in computers and during a neighborhood event started talking about what he did and asked what I did. When I talked about 1-to-1 initiatives in schools, and going to schools and districts to help them get started or move ahead, he laughed. Yes, laughed. Because he thought that giving laptops to kids was about the most ridiculous thing you could do with money. He felt kids would not take care of the computers, just use them for downloading music and games, and generally not be "serious."

I asked him about his computer use. Oh yes, he has a computer at home, actually more than one. Oh yes, he has a laptop. Yes, it goes with him everywhere. But he said, "I have work to do."

Don't children and teens have work to do also? Isn't this the era when there is so much information and expectation and accelerated programs in schools? Aren't we trying to compete in the global economy? Isn't there a proliferation of homework and projects and assignments and requirements for reports, presentations, research ... all work expected that our students accomplish on time and well and present or hand in? Why should their work have so much less value than my neighbor's work?

Kids and Computers - What are we afraid of?

At NECC last month, while I was at a booth, my teenage daughter who attended with me wandered nearby.  A teenager with a rock n roll t-shirt and a laptop in a case slung over her shoulder, she stood near a computer at a booth.  Suddenly an adult ran over to the computer and hurriedly shut it down.  She hadn't touched it - but somehow the "threat" existed for that adult - teen hacker!  How often are our policies guided by such fears?  Hopefully not too often, and hopefully we are working to engage and challenge students with computers and not to only police their activities, but maybe we need to examine our approaches. (Note I posted this story as a comment on Mike Muir's excellent blog as well.)

We used the idea of L.A.R.K. at The Peck School where I worked for the past 5 years - which is also described in my book - we worked to ensure that all use of computers was L - Legal, A - Appropriate, R - Responsible and K - Kind.  Having this acronym as a shortcut yardstick for technology helped keep everyone on track.