Where does reflection play a role in the ever changing and evolving ecology of technology and learning? Our economy has become one of “attention.” All electronic “screens”, computers, televisions and even a cell phone, demand full attention. When engrossed in a television program, video game, feature film, or even a conversation on a cell phone, “reflection” only occurs when the device is turned off – or not working as expected. “Reflection” then, as it relates to implementing technology in the classroom, is essential for students to make sense of what is going on around them and to question what is assumed. One can sit at the computer and write 100 pages, but without the reflective aspect of thinking about what one has written – time spent proofreading and musing over characters and story lines − one will never polish a written work. My students’ most valuable insights have come when they have finished their work on the computer, and have had time to both think about their work, and share it with the class.

Consequently, one vision I have for technology and its implementation in teaching is to build reflection into the very fabric of the curricular unit, lesson plan, or training session.

With reflection, comes responsibility. How much of our day is spent watching screens – TV screens, computer screens, video game machines, cell phone screens? And how much of that time is spent watching material that we created? Steven Spielberg, Bill Gates, and Annie Leibovitz probably spend a fair amount of time watching things they have created. Their creative index is very high. The more we create, the more we construct knowledge of the world in context, and the stronger our understanding (Piaget). With this understanding comes the responsibility to own what we create. It has become all too easy to send e-mail, instant message, and “chat” on the internet. It has also become too easy to “find” written material from other sources, and not make the attribution. I have worked specifically on the training of faculty, parents and students about the pitfalls, dangers and proper habits of communicating in these new worlds.

Technology also serves diverse learners with various intelligences (Gardner). Linguistic, mathematical and kinesthetic abilities (to name a few) vary greatly with individuals. I have researched and implemented hundreds of lessons using technology to teach every subject – including math, French, social studies, language arts, and even film making and electronic portfolios. Technology has made a tremendous difference in meeting the diverse needs of students and teachers with different intelligences, and benchmarking their performance.

Pictures of most screens – from the little Nano to WIDE SCREEN!

Having worked professionally in the software development arena for 10 years and with an additional decade of K-12 teaching and academic IT experience, I am a “constructivist.”

I believe in empowering students, faculty and staff with technological tools for critical thinking and creativity. I was fortunate enough to meet and have a conversation with Seymour Paypert while at graduate school – this led directly to my teaching of robotics at BB&N. His book “Mind Storms” had a profound impact on my philosophy.

One last item I think is interesting…what is the first part of the Sunday New York Times that you read?  I always read page two of the business section. The interviews are fascinating.

I have an appreciation for the life of schools -and what they create.  I am very much a part of this culture.  Having worked at the Buckingham Browne and Nichols school for six years, and now at Boston University Academy for five years, I’ve learned much about the K-12 experience as an administrator and learning specialist-but nothing can replace first hand knowledge of this life long process. More importantly, nothing can replace parents who place education as the most important thing in one’s life.

More importantly, I added to this experience my time at Oberlin working at the Baldwin Co-Op. Part of OSCA.  Stated below…

From OSCA’s web site:

The principles which guide modern cooperative organizations including OSCA were formulated in 1844 by a group of textile workers in Rochdale, England who were fed up with the exploitative nature of the market during the British Industrial Revolution. They decided to pool their money and open a small retail store which operated on principles which have become the foundation of modern co-ops.

These principles are:

• Open membership
• Democratic control
• Limited return, if any, on equity capital
• Distribution of economic savings
• Education of members
• Cooperation among cooperatives

Cooperation is a skill that comes with time and practice.

As I learn from reviewing all these different facets of my life, I’ll put the headlines here.

The banner photo up top is a picture I took on a recent fishing trip to Montauk. Although you can’t tell, the swells were 6-8 and it was blowing 25 knots plus. Just getting this picture without falling off the console of the boat was hard!

Bill