OpEd: iPads in the Public Schools

Early January saw another mostly celebratory account of iPads in schools in the New York Times, "Math That Moves: Schools Embrace the iPad," by Winnie Hu. 

Since I was Vice Provost for Interdisciplinary Studies at Duke in 2004 when we "embraced" the iPod experiment -- giving free iPods to entering first-year students before iTunes even existed and no one had thought of one single learning application for the very popular and coveted music-listening device -- you probably think I'm jumping for joy about school districts spending $50,000 or even $400,000 on giving all the kids iPads. Since I co-direct the HASTAC/MacArthur Foundation Digital Media and Learning Competition, you may even think I'm partly responsible for this trend. Not so fast.

Here is the issue: If you change the technology but not the method of learning, then you are throwing bad money after bad practice. You're giving kids a very fancy toy with enormous educational potential and, being kids, they will find exciting things to do with it and many of those things will be beneficial, exciting, and will help them be more adept in the 21st century world of new forms of communication and interaction. If you leave kids to their own devices (pun intended), they will find ways to learn.
The user interface on tablet computers is appealing, the multidisciplinary possibilities inventive, and the potential for downloading lots and lots of apps for just about anything -- and even for designing apps yourself -- is fun. That makes the iPad a flexible, smart device. That is the upside.

The downside is that it is not a classroom learning tool unless you restructure the classroom.
There is no benefit in giving kids iPads in school if you don't change school. You might as well send them off with babysitters to play in the corner with their iPads for eight hours a day. Without the right pedagogy, without a significant change in learning goals and practices, the iPad's potential is as limited (and limitless) as the child's imagination. 

Duke University professor Cathy Davidson is a co-founder of HASTAC and the author of "Now You See It." This column originally appeared on her blog. It also appeared in the Durham Herald-Sun.  The Durham Public Schools district has announced its intention to use federal Race to the Top grants to purchase iPads for Durham classrooms

That's great on one level -- but it misses the real point of education as well as the full potential of the device. What iPad and all forms of digital learning should do is help prepare kids for this moment of interactive, complex, changing communication that is our Information Age. This is the historical moment that these kids have inherited and will help to shape. Are we preparing them for the challenges we all face together simply by spending our tax dollars on iPads? Yes. And no.
When we gave iPods to the incoming students, we made the cover of Newsweek ("iPod Therefore I Am"), made primetime on ABC News (Peter Jennings scowled, "Shakespeare on the iPod? Calculus on the iPod?"), and were denounced in a long, harrowing editorial in the Chronicle of Higher Education ("The University seems intent on transforming the Pod into an academic device, when the simple fact is that iPods are made to listen to music. It is an unnecessarily expensive toy that does not become an academic tool simply because it is thrown into a classroom.") Darn right! And we didn't. Here's one part of the experiment: If you were a second-, third- or fourth-year student, you were really mad that the first-years got iPods and you didn't. So we told those students if they could teach a professor to use the iPod in the classroom with a learning application, that class (and the professor) would get iPods too. Talk about incentive!
If your school district has embraced student-centered learning, if it has redeveloped its curriculum, and if it no longer thinks that end-of-grade testing measures what students today do learn and need to learn, then computer-aided learning and digital learning and learning as play are wonderful. Embrace those iPads!
But the metrics, the methods, the goals and the assessments all need to change. No Child Left Behind, our national educational policy, is based on early 20 century concepts of efficient testing that was explicitly designed to make learning imitate the production of Model Ts on Ford's assembly line. We still have that institutional basis undergirding schools in an era where there is an app for anything. Simply throwing iPads into the classroom cannot begin to educate kids about the world they are inheriting.
Another time, I'll talk about my concern about the closed nature of the iPad as the model we're embracing. That's a more complicated argument for those who don't know about open source and closed source devices and computing. Let's just say fantastic games and devices and learning tools -- including elementary kids' coding languages like Scratch -- make STEM learning inspiring and fun and help us break down another invention of the Industrial Age: the "two cultures" divide of science/technology versus arts/humanities.
New ways of learning (including with the iPad) blend these -- and not a moment too soon. Maybe those iPadding kids will demand art back in their classrooms because you're shortchanged, really, if you don't know how to create with such a fabulous tool for creativity. But even more fabulous would be learning how to write the code so you could create your own device.
That, my friends, is Lesson No. 2: Embrace new ways of learning -- not just a marvelous (but closed) and very expensive tool.
Your kids have infinite potential to learn if we give them the chance. That requires not a device but a pedagogy and a set of institutional practices that put energy, imagination, creativity, and inspiration -- across those arbitrary and limiting "two cultures" divides -- at the center of learning. You cannot replace the Model T model of education with an iPad if you still believe learning can be produced by assembly line standards and standardization. That's what we have to change! The iPads are a start, because they inspire ... but we have a lot of work today to take down the 20th century apparatus that harnesses our 21st century imagination.

Cathy Davidson

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UGA to host young students at Duke TIP Scholar Weekend Sept. 19-20

As many as 100 of the brightest middle and high school students in Georgia and nearby states will get their first taste of college courses during a Scholar Weekend Sept. 19-20 hosted by the University of Georgia College of Education’s Torrance Center for Creativity and Talent Development in partnership with Duke University and the Georgia Center for Continuing Education.

The UGA Scholar Weekend, directed by UGA’s Torrance Center for Creativity and Talent Development, is part of the Duke Talent Identification Program to identify academically talented children and provide resources to nurture and challenge each child’s abilities.

TIP scholars are identified through standardized test scores and invited to take the SAT or ACT in the 7th grade as part of the program. Those scoring exceptionally well are then invited to attend TIP’s Scholar Weekends where they are exposed to interesting and challenging topics not typically covered in middle or high school curricula.

This is the first of three Scholar Weekends planned this fall at UGA, which is one of only eight locations in the nation selected to be hosts. The second Scholar Weekend is scheduled for Oct. 17-18, and the third program will be held Dec. 5-6. Other sites include the University of South Carolina, Appalachian State University, New College in Sarasota, Fla., the University of Houston, the University of Kansas, Texas Christian University and Duke University’s main campus.

“The opportunities this program creates for UGA and its faculty are incredible,” said Elizabeth Connell, coordinator of educational programs in the Torrance Center. “Not only are exceptional students from around the state and surrounding states visiting our campus, they are learning from talented UGA faculty and graduate students, and experiencing the vast resources available through the university. It’s an excellent opportunity for recruitment of some of the best and brightest students to UGA’s programs.”

At TIP Scholar Weekends, students are introduced to the collegiate experience by participating in two days of intense study in one of the provided courses taught by UGA professors and Athens area school teachers. The overall goal is to enhance student skills, enrich the learning experience and foster an interest in college as well as specific collegiate majors.

The courses available for the Sept. 19 Scholar Weekend include “Introductory Robotics,” “Architecture: From Playhouses to Mansions,” “A Picture’s Worth a Thousand Words: Creative Writing and Photography,” “To Climb the Great Wall: Fun with Mandarin Chinese,” “CSI: Plant Pathology,” “Biofuels: The Next Step?,” “Rube Goldberg Challenge,” “Psychology, Human Experience and the U.S. Military,” and “The Physics of the Nintendo Wii.”

Tuition for the Scholar Weekend on Sept. 19-20 is $395 for day students and $425 for overnight students. Some financial aid is available. Registration ends Sept. 1.

For more information on these programs and a printable registration sheet, see the Torrance Center’s Web site at www.coe.uga.edu/torrance/ or call 706/542-5104.

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Shorter College Announces Plan To Transition To University Status

Shorter College President Harold E. Newman today announced the college’s intent to change its legal designation to Shorter University. The change will become effective June 1, 2010, and marks an important development for the 135-year-old institution that is affiliated with the Georgia Baptist Convention.

The status change was approved by the Shorter College Board of Trustees at its October meeting and today (Tuesday, Nov. 11) was approved by messengers attending the annual meeting of the Georgia Baptist Convention. The convention’s approval was necessary because the status change requires an amendment to Shorter’s charter.

“Since its founding in 1873, Shorter has had a reputation for providing excellent academics within a caring environment,” Dr. Newman said. “Our aim is to create a Christian university where students will receive a top quality education in an environment that fosters spiritual growth. University status reflects what Shorter has already become through the extraordinary growth and progress of recent years.” Today, the college enrolls approximately 3,000 students who study on four campuses in Rome, North Atlanta, Lawrenceville, and Riverdale.

Dr. Newman added, “Several years ago, the college’s leadership team and I identified university status as a centerpiece of Shorter’s strategic plan, and we believe that Shorter fits nicely into the definition of a regional teaching university. Achieving recognition as a regional teaching university, as a Christ-centered community, and as a community committed to globalization are the central pillars of our strategic plans for the future growth and development of Shorter.”

Dr. Nelson Price, chairman of the Shorter College Board of Trustees, echoed Dr. Newman’s enthusiasm for the transition. “From the inception of my working with Shorter, we have had the bold ambition to see it excel, and we feel the title of university will enhance the understanding of the level of academic excellence offered at Shorter. We also desire to see the academic success enhanced by the infusion of the Christian faith.”

The status change will enable Shorter to better respond to market forces within the state of Georgia and within the higher education community at large, Dr. Newman said. “Becoming Shorter University positions us for future growth. It does not, however, change the nature of Shorter. We remain committed to providing a high quality educational experience that features personal interactions with faculty, a strong focus on students, and excellence in all areas.”

Dr. Newman added that the change will require little internal restructuring since the college already follows a university-style structure. “For much of the past decade, we have operated under a university model in that we have had separate schools headed by deans and have offered graduate programs,” he said. “This change in designation solidifies that reputation.”

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Enter for a Chance to Win the Ultimate VIP Fan Experience to the Georgia Tech/UGA Rivalry Game

(BUSINESS WIRE)--The Path2College 529 Plan’s VIP Fan Experience Sweepstakes is still open for a final chance to win the Georgia Tech versus University of Georgia ultimate game package to the rivalry game played this year at Sanford Stadium in Athens, Ga., on November 29, 2008. Entries must be received online by November 16.

The Ultimate VIP game package includes four tickets to the rivalry game on November 29, limousine transportation to and from the game, pre-game hospitality and sideline passes, two game programs, four game t-shirts and a football autographed by either Head Coach Paul Johnson or Head Coach Mark Richt.

Anyone who has already registered for the Vanderbilt/UGA or Duke/Georgia Tech game packages will automatically be entered for a chance to win. Georgia Tech and UGA fans that have not registered still have until November 16 to enter for their chance to win. The winner of the Ultimate VIP Fan Experience will be announced on November 17.

The sweepstakes, sponsored by the Path2College 529 Plan, Georgia’s official 529 college savings plan, is open to all Georgia residents*. The contest is free and no purchase is necessary. Visit www.path2college529.com for sweepstakes rules and to register for the drawing.

The launch of the sweepstakes coincided with September’s designation by Governor Sonny Perdue as College Savings Month in Georgia. To kick off College Savings Month, the Path2College 529 Plan teamed up with the football programs at the University of Georgia and Georgia Tech to help raise awareness about Georgia’s 529 college savings plan.

Any funds in a Path2College 529 Plan account can be used for tuition, fees, and other qualified college expenses at virtually all colleges in Georgia and nationwide. Contributions made to an account in the Path2College 529 Plan are eligible for the Georgia state income tax deduction and any earnings grow federal and state income tax free. Withdrawals are also tax-free when used for qualified college expenses.

For more information on the Path2College 529 Plan, or to register for the VIP Fan Experience Sweepstakes, visit: www.path2college529.com. Void where prohibited.

* Sweepstakes is also open to all who were Path2College 529 Plan account owners as of 8/25/08, regardless of state of residence.

Consider the investment objectives, risks, charges and expenses before investing in the Path2College 529 Plan. Please visit www.path2college529.com for a Disclosure Booklet containing this and other information. Read it carefully.

Before investing in a 529 plan, you should consider whether the state you or your Beneficiary reside in or have taxable income in has a 529 plan that offers favorable state income tax or other benefits that are only available if you invest in that state’s 529 plan.

Account value in the Investment Options is not guaranteed and will fluctuate based upon a number of factors, including general market conditions.

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UGA One of Six Regional Sites for Duke TIP Scholar Weekends

More than 100 of the brightest high school students from Georgia and surrounding states will get their first taste of college courses during a Scholar Weekend hosted by the University of Georgia’s College of Education Nov. 15-16 through a partnership between UGA and Duke University.

The UGA Scholar Weekend is part of the Duke Talent Identification Program, which seeks out academically talented children and provides resources to challenge, nurture and identify each child’s abilities.

TIP scholars are identified through standardized test scores and invited to take the SAT or ACT in the seventh grade as part of the program. Those scoring exceptionally well are invited to attend TIP’s Scholar Weekends where they are exposed to interesting and challenging topics not typically covered in middle or high school curricula.

UGA is one of six locations in the Southeast to host TIP Scholar Weekends. Other sites include the University of South Carolina, New College in Sarasota, Fla., the University of Houston and Duke University’s main campus. However, Duke is interested in making UGA its main regional site, said Elizabeth Connell, coordinator of educational programs in UGA’s Torrance Center for Creativity and Talent Development.

“The opportunities this program creates for UGA and its faculty are incredible,” she said. “Not only are exceptional students from around the state and surrounding states visiting our campus, they are learning from talented UGA faculty and graduate students, and experiencing the vast resources available through the university. It’s an excellent opportunity for recruitment of some of the best and brightest students to UGA’s programs.”

At TIP Scholar Weekends, students are introduced to the collegiate experience by participating in two days of intense study in courses taught by UGA professors and Athens area school teachers. The overall goal is to enhance student skills, enrich the learning experience and foster an interest in college as well as specific collegiate majors.

Courses in the Nov. 15-16 session include “Shakespearean Comedy: 16th Century Prime Time,” “An Introduction to Behavioral Theory and Applied Behavior Analysis,” “International Relations: U.S. Foreign Policy in the 21st Century,” “Geocaching: High Tech Scavenger Hunt!” “Architecture: From Playhouses to Mansions,” “Introduction to German Studies: Language, Life and Culture” and “Intelligence and the Brain.”

The Torrance Center hosted its first TIP Scholar Weekend in May 2008 with 100 students from Georgia and Florida participating. In November, students from South Carolina, North Carolina, Tennessee and even Texas have applied along with those from Georgia and Florida.

UGA’s participation in the TIP program will continue to grow. Next spring, UGA will host two Scholar Weekends for exceptional seventh to eleventh graders who have participated in the Duke Seventh Grade Talent Search. UGA also will begin a program called Academic Adventures for students in grades 4-6 who have participated in the Duke Fourth to Fifth Grade Talent Search. It is hoped that these younger students will be able to move from the Academic Adventures to the Scholar Weekend programs.

Deadline for student applications is Oct. 13. UGA professors and Athens area school teachers interested in participating in future Scholar Weekends at UGA are encouraged to contact Connell at connelle@uga.edu.

For more information, see http://www.coe.uga.edu/torrance/ .

By Cindy Schnably
University of Georgia

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