1 / 11

The Overdominance of Computers Lowell W. Monke

The Overdominance of Computers Lowell W. Monke. Presentation By: Jennifer Pokrinchak. Lowell W. Monke Says:. Our students need inner resources and real-life experiences to balance their high-tech lives. Author’s Assertion:.

jonah-morris
Télécharger la présentation

The Overdominance of Computers Lowell W. Monke

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Overdominance of Computers Lowell W. Monke Presentation By: Jennifer Pokrinchak

  2. Lowell W. Monke Says: • Our students need inner resources and real-life experiences to balance their high-tech lives

  3. Author’s Assertion: Preparing students for a high-tech society does not necessarily warrant their early participation in technology. Monke advocates strengthening “inner resources” before allowing students to participate in technology.

  4. Great Power and Poor Preparation • The more powerful the tool (i.e. computer) the more life experience and inner strength students must have to handle the power. • Example: Monke’sComputer Class

  5. Monke’s Class: By Using Technology Students Could: • Inflict emotional pain on others • Wipe out another’s hard work, etc.

  6. Monke’s Conclusions: • Students need to realize the consequences of their actions; Students today grow up with diminished experience with real, concrete things. • Students can build slick multimedia presentations, but without a deep knowledge of the “real world,” they would be unable to infuse depth and meaning into the information they are discussing.

  7. Where To Go From Here: Educators must ask: • To what extent does the heavy use of computers and the internet provide children with these experiences? • Close, loving relationships with responsible adults • Outdoor activities, nature exploration, etc. • Time for unstructured play • Music, drama, and other arts • Hands-on lessons, craft, other physically engaging activities • Conversations with adults, poetry, storytelling, hearing reading aloud.

  8. Where To Go From Here:(Continued) • The idea is not to reject technology, but to place a high priority on a child’s direct encounters with the world and other living beings. • After years of engaging in direct, firsthand experiences, students should be gradually introduced to computers. • To introduce technology any earlier to students who don’t understand it is like putting a child into a room with books he cannot read.

  9. Monke’s Suggestions: • In high school, technology should take a prominent place and by the last two years, teachers should spend a considerable time outfitting students with high-tech skills. • Monke believes this is better than continually retraining younger students in technical skills that will soon be obsolete. • Monke doesn’t believe in indiscriminately throwing out computers, but he doesn’t believe in indiscriminately throwing them in either.

  10. Final Thought: • Preparing students for a high-tech future requires educators to focus attention more than ever on making children understand what it means to be human, alive, and be part of a community.

  11. References: Lowell, Monke W. The Overdominance of Computers. Educational Leadership. Vol. 63. No. 4 Dece,ber 2005. January 2006. Dodici, B.J. Draper, D.C. & Peterson, C.A. (2003). Early parent-child interactions and early literacy development. Topics in Early Childhood Special Education. 23(3), 124-136 Fuchs, T. & Woessman, L. (2004, November). Computers and student learning: Bivariate and multivariate evidence on the availability and use of computers at home and at school.CESifo Working Paper Series (#1321). Available: www.cesifo.de/~zDocCIDI/1321.pdf Hammel, S.. (1999, Nov. 29)/ Generation of loners? Living their lives online. US News and World Report, p. 79.

More Related