2-2 Conrad Wolfram's Talk

Conrad Wolfram makes a great point, “what is the purpose of teaching kids how to calculate math when we have computers that can do it all for them anyway?” (Wolfram, 2010).  However, isn’t that similar to saying, why do we need to teach kids how to handwrite if they have computers on which they can type everything?  I appreciate the fact that math is difficult, but isn’t there a sense of accomplishment when a problem is calculated correctly? 

Doesn’t it instill a sense or drive or perseverance?  Even though kids can use a calculator, they still need to understand which number is divided by which, just like they still may need to sign their name or be able to read an application.

I believe Wolfram’s message extends across all subjects, the point is to make content more relevant to the real world and everyday life.  There is a clear product when someone learns programming; you see the results of your labor.  I saw a presentation by a gentleman who teaches at an alternative school and teaches programming and film production.  Through his content, he teaches math (ie. ratios for filming and production); the kids just don’t see it that way because they are learning a skill that uses the content and not just the content in isolation.  Teachers think we're teaching real-life situations because we present the information through word problems that present realistic scenarios.  Unfortunately, kids don't see it that way, they still don't see a connection, hence the typical question, "when are we ever going to use this anyway?"  Why is it that kids at an alternative school appear to receive a more useful, realistic education than the mainstream, public school kids?  Is that because our state-wide and national assessments are based on process and basics and not outcomes, engagement, or hands on situations?

Specific points I would make when beginning to work collaboratively with teachers would revolve around Kim Cofino’s idea of a technology coach (Cofino, 2008, ¶4).  The role of a coach is to guide a player through drills and routines to provide a foundation through which the needed skills become natural.  I’d like to give teachers time for practice with my guidance or with kids and accessing my support.  I would then push them to try new skills or strategies and challenge them to practice on their own so they can become more proficient.  Finally, I’d  reassure them from the sidelines when they launch a new idea in their classroom while offering a voice of guidance.  Technology integration is a process, we don’t expect athletes to perfect a skill after one attempt, we can’t expect teachers to embed a new tool into their curriculum without practice, support, more practice, more practice, and more support.  Teachers also need to realize they need practice and just because they have years of classroom experience, they aren’t going to become technology experts without a few stumbles along the way. 

Reference

Cofino, K. (2008, January 13). Work With the Willing: Moving Teachers into the 21st Century [Blog post]. Retrieved from Always Learning website: http://kimcofino.com/blog/2010/03/20/ creating-a-culture-of-collaboration-through-technology-integration/ 

Wolfram, C. (2010, July). Conrad Wolfram: Teaching kids real math with computers | Video on TED.com. TED: Ideas worth spreading. Retrieved October 2, 2013, from http://www.ted.com/talks/conrad_wolfram