Tinkering and Technological Imagination in Educational Technology
Given the infusion of technology in almost every aspect of our lives, the education sector is struggling on how to integrate it into the classroom. We have seen current trends and attempts for the use of educational technology with the Flipped Classroom ala Khan Academy, Interactive Whiteboards in every classroom, and lots of discussion about what are 21st century skills and literacies.
Most educators would agree that a major purpose of education is to assist learners in gaining the skills, attitudes, and knowledge for having a better quality of life now and in their futures. So any discussion about technology integration should include this purpose.
Qualitative evidence points to the ease by which kids pick up their computer devices and use them as if they were brain-wired to do so.
But even as some parents and educators express unease about students’ digital diets, they are intensifying efforts to use technology in the classroom, seeing it as a way to connect with students and give them essential skills. Across the country, schools are equipping themselves with computers, Internet access and mobile devices so they can teach on the students’ technological territory.
“If it weren’t for the Internet, I’d focus more on school and be doing better academically,” says one youth. But thanks to the Internet, he says, he has discovered and pursued his passion: filmmaking. Without the Internet, “I also wouldn’t know what I want to do with my life.” Growing Up Digital, Wired for Distraction
Hmm. So in the big picture, do we want students to do better academically or find and pursue their passions? I do understand that many educators would argue for both. The current educational climate is so centered on academic achievement and standards-based curriculum, I believe we need to make proactive, concentrated attempts to get the pendulum to swing towards semi-structured, open-ended, process-oriented and student-driven learning environments.
Two recent and interconnected discussions have implications about how technology can be used in the classroom to ignite passion, innovation, and creativity . . . technological imagination and tinkering.
A course being offered at the University of Washington during Winter, 2011 provides this description of technological imagination.
Humans have always been technical beings. We live in and through our technology: from stone tools and woven baskets to combustion engines and computers, our society is continually altered by the existence of these technical objects. Living in a highly industrialized, networked society such as ours, one need only try to imagine life (let alone college life) without computer or Internet technologies, or any number of everyday information technologies which seamlessly mediate our daily routines; yet this is precisely what it is so difficult to do: to “think” technology, and to see its peculiar agency in our individual experiences and in our social world. For us, this situation seems magnified by globalization and the intricate layering and interconnectedness of technical systems, complex industrial machines, and vast networks. Our needs go beyond an immediate understanding of a given technology to the development of a more reflective technological imagination in which we consider the ways technologies enable us, and shape and reshape our experience and social realities. “Developing the Technological Imagination” (Winter 2011)
In order for technological imagination to develop, tinkering needs to be encouraged within educational settings. In his discussion about Learning for the Digital Age, John Seely Brown presented the following slides about tinkering.
If we want more young people to choose a profession in one of the group of crucial fields known as STEM — science, technology, engineering and math — we ought to start cultivating these interests and skills early. But the way to do so may not be the kind of highly structured and directed instruction that we usually associate with these subjects. Time: In Praise of Tinkering
In a discussion with Howard Rheinhold, Mitch Resnick stated the following about tinkering.
One thing we’ve seen is that the best learning experiences come when people are actively engaged in designing things, creating things, and inventing things – expressing themselves. It’s not just a matter of giving people opportunities to interact with technologies or using technologies, but if we want people to really be fluent with new technologies and learn through their activities, it requires people to get involved as makers – to create things.
A lot of the best experiences come when you are making use of the materials in the world around you, tinkering with the things around you, and coming up with a prototype, getting feedback, and iteratively changing it, and making new ideas, over and over, and adapting to the current situation and the new situations that arise.
I think there are lessons for schools from the ways that kids learn outside of schools, and we want to be able to support that type of learning both inside and outside of schools. Over time, I do think we need to rethink educational institutions as a place that embraces playful experimentation. Mitch Resnick: The Role of Making, Tinkering, Remixing in Next-Generation Learning
The full interview can be viewed . . .
As I’ve stated before, I believe that the educator is now “the tour guide of learning possibilities”. Educators should expose learners to the potential types and uses of technologies and then get out of the way so that the learners can tinker and develop their own technological imaginations . . . ones not driven by state standards, competencies, outcomes, nor products.
Each educator needs to decide how to implement tinkering into his or her educational setting. When I taught gifted elementary students, the last 45 minutes at the end of the school day was dedicated to tinkering. I’d introduce the learners to Web 2.0 tools and hands-on technology kits like WeDo and PicoCricket. I’d then get out of the way so they could play, tinker, experiment while sharing their findings with me and their peers.