-tictech message:
I am all for using technology and testing students in "real world"
conditions. However I think one major sticking point relates to the
so-called digital divide. I worked last summer for Giant Campus and it
gave me the opportunity to work closely with wealthier children from
Bellevue, one kid was dropped off in a Ferrari. In the SPS, I work at
Highland Park Elementary in West Seattle. I have even toured a variety
of Washington D.C. schools and there is no school in Seattle that can
compare with some of the lack of access to technology I saw in some of
the D.C. schools. My own experiences have given me first-hand
knowledge of the incredible disparity that exists in the area of
computer literacy.
The use of the word "assessment" in the name of the DWA says a lot. It
is part of a greater scheme that is making public education an
increasingly more competitive environment, be it competition between
students for acceptance into programs or competition between schools
for funds. This is a writing test, and the dangerous side affect of
something such as a spellchecker is that the results are skewed towards
students with greater access to technology.
For educated adults using a spellchecker is trivial, just like using a
calculator. But how does it look from the perspective of a child?
What if we were to go to the other extreme, and compare it to taking a
college level standardized linear algebra test in which students are
allowed to use Matlab? We can say "in the real world mathematicians
use computers and software such as Mathematica, Matlab and Maple all
the time," but only some students would be proficient at programming in
Matlab. This is just another divide at a different level, where some
students would have used and mastered the software and some have not.
It's sad that we have to remove perfectly good tools from such tests,
but it would be unfair to further set back schools and students that
are already struggling.
Graham Ford
Network Administrator
Highland Park Elementary
fordgj@u.washington.edu
On Thursday, March 13, 2003, at 01:21 PM, Fisher, Devin wrote:
> -tictech message:
>
> I'm not a teacher, but I do understand some of the problems with how
> technology (everyone must remember paper and pencils are technology,
> albeit
> somewhat of an old technology) is adapted for use in the classroom. If
> I
> remember correctly, the point of having education is to make our
> children
> responsible and learned adults and prepare them for what some call
> "The Real
> World": that is life outside of a controlled learning environment.
> With that
> in mind, the question arises of why spell checking is not able to be
> used.
> There are very, very few math tests in which a simple calculator can
> not be
> used, and generally that is up to the instructor. I can't remember the
> last
> time I was not allowed to use a calculator in "The Real World".
>
> Sorry, but when I am trying to figure out 38.7 / 238.9223 I'm going to
> require the use of a calculator. When I spell "obsequious" I'm going
> to want
> to check it for correctness. Why can I only check it in a dictionary?
> They
> don't require me to use an abacus when I can't use a calculator, no
> one is
> that asinine.
>
> Devin Fisher
> Technology Consultant
> Van Asselt Elementary
> dmfisher@seattleschools.org
>
> -----Original Message-----
> From: Crozier, Kevin
> Sent: Wednesday, March 12, 2003 5:16 PM
> To: tictech@learningspace.org
> Subject: tictech: DWA comments
>
>
> -tictech message:
>
> Mark,
>
> I too was once angry at the mismatch of skills taught in my classroom
> and
> skills assessed by district tests.
>
> I tried adapting to the CBA, DWA, etc. needs/demands but felt wrong
> inside.
> This was especially so in the timing of when I wanted to teach a skill
> within a unit of learning and when that skill "should" be taught in the
> school year for best "results".
>
> These days, I am confident that the powers to be aren't keeping up
> with the
> learning of today's students nor allowing teachers to create optimum
> learning opportunities via their own creative lessons (because of the
> pressure to "optimize" the students to perform their best on the
> scheduled
> tests).
>
> With that, I teach what I think is best in the ways that I think are
> best.
> When assessments arrive at the office, I use that as a learning
> opportunity
> for the students and parents. I explain that what is asked in the
> tests does
> not accurately measure what is learned by their children. For
> example, in
> this DWA, we did write by hand and correct spelling by dictionaries, a
> new
> event for some. But as in real life, we do our best when not given a
> choice
> . . . then move on to true, natural, student-centered learning
> unrestrained
> by the boundaries of the materials in or the processes of standardized
> tests.
>
> I once supported "standards", now I think their over-emphasis is
> destroying
> joyful learning and teaching. Ignore those leaders who now worship
> them.
>
> Kevin
>
> Kevin Crozier
> Gr. 3 - Lowell School
> Seattle, WA
> kbcrozier@seattleschools.org
> http://www.seattleschools.org/schools/lowell/kevin/index.htm
> "Understand the conflict with your brain, but solve it in your
> heart." -
> Erin Jones
>
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