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Whole Story
What I want you to do is to think about all the times that you’ve used technology with these students in the classroom. Come up with or tell me a story about something that has been successful with them.
I think the introduction of the handhelds, the PDAs, has been very successful. Since I introduced mine and told them the benefits, for example, they don’t have to take notes. The notes are beamed to them, and they see that as a great thing. They use it to bring back homework and extra credit projects. Poetry month is April, and so they get extra credit for poetry. They compose them on the PDAs and then beam them to me. I can then sync and print. So, it’s been very successful this far. I was going to write a grant to put them into the classroom next year, however it was that or upgrade the student computer software to be able to sync because our software was so outdated that they couldn’t sync. It’s ‘95 and you have to have ‘98. So it was $500. So I thought, well we’ll get the software this year. But it’s been so successful because there is a need to update the software. Because the kids are bringing in the PDAs, and we called the company and got permission for them to use the student computer in my room, and their home computer and it’s legal – two computers are legal. So, it’ll be great! And their lit groups will be great because they can just beam the information.
How many students would you say use PDAs right now in your classroom? Percentage-wise?
Probably percentage would be low. Out of almost 130 students, I probably have 15 that consistently bring them [their PDAs] to class. I have another probably 20 that keep saying: Oh I have one of those I need to bring it! Yeah, whatever. Ninth Grade!
Would you say you’ve seen any change in the students’ work since they’ve started using PDAs – those who are using them?
It’s consistent. The thing that impresses me is that they don’t have to take the notes, so I’m going to beam them the notes and that will be the end of it. But they like to play with them. So they will go over the notes just because they are scrolling up and down and they are interested in the new technology. Now, when it’s old-hand for them, I don’t know if the interest for them will stay where it is now. Right now they are very interested so they are using them. I find that I go in and they are talking about something they found in their notes or their reading because I’ve introduced them to applications you have to purchase because of the families they are from. They automatically purchase them that evening. It’s not a big deal for them. And so they bought Handy-book, or something like that, that I have. And that way they can download SparkNotes; they can download BookRags; they can download the notes that are necessary for their analysis of literature. And they’re talking about them. And they’re telling each other about applications to get. So it’s great! It’s really bringing their technology level up. And not only that, but it’s encouraging them to do more outside of class.
So there’s obviously an interest in technology. Do you think it’s increased their interest in your text and what they are learning?
I haven’t seen evidence of that yet – it’s too early. I mean this is the first year they’ve really used them. We’ll never use them to read our books because for an English teacher, that just won’t happen. I wouldn’t allow it. If they had an e-Book on the PDA, I wouldn’t allow them to read it in class because they have to do all kinds of close reading with it anyway. They have to mark it, they have to highlight it, and they have to have margin notes. So, with that purpose – encourage them – can they take an e-Book on vacation? Sure! Can they use audio books on vacation? So I equate that as the same. They are at least partaking in some part of it. But I would never say: We’re all going to download Great Expectations. That’s not happening in my room! But for quizzes and things of that sort, I see definite benefits, and I think they will learn more – be more interested.
That’s just great! What provoked you to bring the Palm to the classroom in the first place?
I’ve always carried my Palm.
How long have you had a Palm?
Probably three or four years. I’ve had this handheld for so long, I don’t know how long I’ve had it! But I have been using it to its full potential, since this technology class I’m taking. I thought I needed to involve the students. This is something they need to know and need to be more adept at. And if I get it into my classroom, that will force my vertical team to look at it as well. If I use it as a preparatory, then sophomores, juniors, and seniors will have to build on it, because it’s what the kids are used to. That gets them ready for college. They are technology-adaptive because of their little Nintendo Game Cubes or what have you. It’s just a natural evolution for them. But I did it as – I said it’s part of life. And even our NEA periodical this month – it was right on the front cover! So it’s very much a part of their world and everybody better understand that.
What were their reactions like when you brought the PDA into the classroom?
Oh I have one of those. It’s in my drawer. Really! That was the remark! Because these are affluent kids.
So they have the resources, you just have to work with them to utilize it.
They’ve just used it for games, and it’s not any better than a Gameboy, so why not just use the Gameboy? But now they’re saying: Oh wait a minute! There’s more to this than that! And you know, it’s hilarious, because they all have parents who are allegedly computer-literate, but the ones that are going out and purchasing them, because they have to buy the Clie. They don’t buy any other brand. Their teacher carries a Clie so they do. I have to be very careful about that. And I say that there are all kinds on the market, but they all come in with the Sony Clie because that’s what their teacher has. And they call me from home and we’re on the phone. And I wonder where are their parents? But it’s just easier for them to go to the teacher. So it’s just been a very interesting thing. But most of them, I would say 40% or more said they had one of these.
So it wasn’t intimidating to them?
Oh no! It isn’t for any kids of the freshman age because they are so used to Nintendo. They are so used to all these game things that it’s not intimidating to them. It’s just how to figure it out – it’s like a little puzzle. They are not intimidated.
Do you have – you use it quite a bit on your own, but are there other teachers in the school who use it?
Not at all. I have one team member that bought it as a result of my having it, but no one else owns one that I even know. They carry those great big huge date books. And that’s what I see most people carrying. And they don’t even understand the other applications. And that would take some team meetings for that.
Yeah.
I’d have to show some more products that my kids have done via use of a PDA before they’ll say: Oh, wait a minute, these could save some time.
Tell me about a specific assignment that an individual might have turned in to you via the Palm.
Poetry. They do the poetry. They did Lit group notes, because they bought the keyboards and things. I mean, these parents will go out and buy whatever. They go out and say that they need it and they go to Staples or Best Buy and get it for them, which is very fortunate for these kids. They don’t even understand – I mean I myself was amazed – this is the first year that I’ve taken the AP because I like the lower kids, and because we didn’t have anyone of experience to teach them, I took that class, and it’s kind of astounding to me that I introduce the Clie to the class and that night I get eight phone calls.
Wow.
Oh we went out and bought it! And I was just like: Oh my goodness. They say: I’m at Staples. What kind of keyboard? Wait a minute, you just talk to him. And the parent is standing there waiting to write the check.
Do you feel like that’s too much power?!
Yeah! I can hardly believe it. And you just don’t realize as a teacher, you have to watch everything you say and do but what power we do have – what power to initiate technology-driven education. We have that power! It’s definitely been illustrated in my world that we do. And they’ve been very adaptive and very willing to try new things. All we have to do is bring it in.
With that thought in mind, if you were going to speak to another group of teachers, what kind of advice would you give them – just simple advice regarding technology?
Get on board. You know, you can’t be resistant. I can’t even imagine them being resistant. Next year, their lesson plans will be on the web for the parents to critique. We’ll have advocates in two to three years. Our grade books are open right now to all the parents. They can check their assignments; they can check their grades on a daily basis. And so this is just one more step. I mean, I do teacher research in my class all the time. How much easier is it for me to just walk around and click on that Clie and do my graffiti writing on my Clie as I’m walking around – I wonder why this student is doing this? I wonder if this would help. Look at his cumulative. Is he an abstract-random? And I write myself those kinds of notes all the time. When they see a teacher using it, then the students will use it. If they see it parked on the desk or not out, then they’re not going to use it either. They have to get on board with technology. It’s not going to hurt. Be alert to -
So just in a couple of words, what would you say that your role is with the PDA in the classroom? And what would you say their role is?
Use it. We need to use it. I need to use new methodologies that will benefit them, and they need to be able to partake and pick it up. But my kids also bring it back to me. My other thing is that we don’t share software applications in my room. It’s just not allowed. It’s a felony. So we are not doing that in my room.
Are the students receptive to that?
Oh yeah. They say we’ll do it in the hall!
Do you feel like it affects your other students who don’t have and aren’t using PDAs – that you have one and some of the students have them – does it bother anybody?
I don’t know that it bothers them because it’s too new. I mean you’re talking about 130 students and only a segment of those students have one. So it’s – if half of one class had them, we would not use them – we would never get them out to the detriment of another student. If I had students who could not afford them, until we had a grant we would do it on the students’ time. And our – very quickly – when they’re writing their notes, I can walk around and beam those who have PDAs – and that’s what I do now. It’s not like: Okay, everyone who’s cool and has a Palm, get it out! All you nerds who don’t – write! We don’t do that! I just walk around – I know who has them and I hold mine out; if they have it they get it out; if they left it at home, then it’s their loss and I may not have time to beam it tomorrow. Be alert and be responsible – have everything here. That’s an instrument of your learning. If you don’t have it, you snooze you lose. See me on your time – make an appointment.
That’s good! Do you think you’ve learned anything from having this in the classroom?
I have learned how receptive they are to technology. I’ve learned how much they like technology and like to experiment. So it’s kind of opened a new facet for me. We can go and explore this path as well. You know, we’re just going to be faster, quicker, more in depth as a result of having a new tool. So that’s going to open my eyes.
Do you think there are any negative sides or aspects to this?
Negative is going to be your playing. I have to hit that one kid in the back of the head all the time for playing Tetris. He’s not smart enough to use preferences and turn off the sound! That’s Tetris! I know the sound! That’s a negative for anything. You know, you’re got the kid who’s writing a note in the middle of class. You’ve got the kid who’s got a magazine inside a book. So with this we’ve got beaming stuff that shouldn’t be beamed. And so that’s a negative side, but there’s a negative side to everything. And a kid is going to figure out five minutes before you do what the negative side is and do it. It’s just part of it.
And with that in mind, what advice would you give to people out there who are up and coming with this?
Relax! They are going to sneak and do something! They are ninth graders! Or they are fifth grade or they are second grade. They have to out-think you once in awhile. That’s how they get a little power and control. It’s okay – you’re going to catch up with them. It’s what comes around goes around; don’t worry about it! Just let it go! I mean, I’m not that concerned about negative things in my classroom. I don’t have that much going on, and like I said, he’s looking at whatever picture or playing whatever games. He’s the guy taking the paper-pen test. It’s all a choice. You’re going to have a consequence. It may be later, it may be today, but you will have a consequence. Don’t worry about it!
That’s a good attitude!
Whatever!
Well, thank you for your stories! We love to hear stuff about PDAs!
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