Here’s the lead from my third Huffington Post entry (I’m still pinching myself), which appeared online at 10/28/2010:
Work in an urban school district, and you quickly realize the reality of these words:
“Economically disadvantaged students, who often use the computer for remediation and basic skills, learn to do what the computer tells them, while more affluent students, who use it to learn programming and tool applications, learn to tell the computer what to do. Those who cannot claim computers as their own tool for exploring the world never grasp the power of technology…They are controlled by technology as adults–just as drill-and-practice routines controlled them as students.”
Source: Toward Digital Equity: Bridging the Divide in Education
I learned this lesson working in a smaller urban school district as a bilingual/ESL teacher. The lesson there, put kids in front of computers so that they can be drilled in grammar. After all, drill-n-practice in grammar would surely translate into gains for writing and speaking proficiency. NOT!
“In my eyes,” shares Robert Peterson, “many children in urban America are oppressed by a few key institutions: school, family, and community.” How do we accomplish this in schools while at the same time congratulating ourselves that we’re doing well? Well, let’s take a look.
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Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure