What does Chromebook use look like in your kid's elementary class?

[Anonymous]

Anonymous wrote:This is our first year with Chromebooks and both my spouse and I feel like they are a real cluster.

Our kid is a fast worker and races through work to go play games on his Chromebook. Sure the games are pre-approved, but they are not exactly educational and the kids "game" the games to accumulate points as opposed to complete the actual learning objectives. According to my child the kids in the class are using all the various programs and games to collect stickers and prizes and change avatars as opposed to actually learning and reading e-books. I know an 8 year old should have some self control, but isn't it the teacher's or school's job to police this somewhat?

They are allowed to use it for typing, but the typing programs that were approved aren't even touch typing. Rather, they're just racing to peck out sentences.

Even more troubling is that my child told me his friend was googling all the kids in the class and found our Flickr account, etc... Yes, we have locked it. Yes, we told him not to emulate that behavior.

We've already tried talking to the teacher but things have not improved at all. I wish that the teacher would tell early-finishers to do an extension assignment or read a physical book, but that ain't happening.

Is this just what MCPS looks like for elementary kids with spare time after their work is done and if they are not meeting for direct instruction? If so, I am really really really discouraged.

WTF, for real?

[Anonymous]

Here's my problem. I call BS when teachers say they need the Chromebooks to control a class of 25 kids.

When I was in ES in the 90s, we didn't have classroom computers. We did have computer lab once a week, where we learned typing (which was more important to do in school then, since a lot of kids didn't have computers at home).

Anyway, our classes were just as big as the classes now, but somehow the teachers were able to keep things under control. I admittedly don't remember ES well enough to remember exactly what we did when the teacher was working with other kids, but clearly we did something.

If teachers could handle classes of 25-26 kids in the 70s/80/90s, why can't they do it now?

[Anonymous]

Anonymous wrote:Here's my problem. I call BS when teachers say they need the Chromebooks to control a class of 25 kids.

When I was in ES in the 90s, we didn't have classroom computers. We did have computer lab once a week, where we learned typing (which was more important to do in school then, since a lot of kids didn't have computers at home).

Anyway, our classes were just as big as the classes now, but somehow the teachers were able to keep things under control. I admittedly don't remember ES well enough to remember exactly what we did when the teacher was working with other kids, but clearly we did something.

If teachers could handle classes of 25-26 kids in the 70s/80/90s, why can't they do it now?

The curriculum is really a lot harder now, and teachers are expected to teach a lot more, and to make sure that none of the kids are really falling off the curve (leave no child behind and all that). I remember my E.S. in the 70's and 80's. Teachers didn't do a lot of small group teaching. (I don't remember very much small group instruction after K.) They just moved the whole class along relatively slowly. There were no "small reading groups" after K -- we all just read the same really boring basic stuff. I used to sit in a corner and read books out of my desk while the teacher was teaching because the class moved so slow. Or I would get a hall pass and go the library, because the teacher knew that I was ahead. Some of the teachers even gave me other kids' work to grade. However, even with moving the class along super slowly, there were some kids that were totally just behind -- I remember a girl that was straight-up illiterate in 4th grade, and this was in a nice suburban school district. When I do remember doing small group work, we did coloring (in the younger grades) or worksheets (in the older grades). There were lots and lots of blue mimeographed worksheets.

I am not super crazy about the Chrome books. But: (1) It is way cheaper to buy chrome books for the class than to hire a second teacher (or even an aide). You can get Chrome Books for the whole class for like $5K. (2) It does allow the teacher the time to do more small group work that is tailored for the level of the students.
Technology can be great, but it was really a failure on the part of whoever decided to get this particular technology that the school/teachers could not easily control. Of course google wants them searching the internet -- that's google's bread and butter. I'm not sure what type of parental controls you can do on chrome books, but they are not really set up for that. The schools need a browser that can be set to only allow access to very limited sites -- like the old Microsoft OS allowed.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Here's my problem. I call BS when teachers say they need the Chromebooks to control a class of 25 kids.

When I was in ES in the 90s, we didn't have classroom computers. We did have computer lab once a week, where we learned typing (which was more important to do in school then, since a lot of kids didn't have computers at home).

Anyway, our classes were just as big as the classes now, but somehow the teachers were able to keep things under control. I admittedly don't remember ES well enough to remember exactly what we did when the teacher was working with other kids, but clearly we did something.

If teachers could handle classes of 25-26 kids in the 70s/80/90s, why can't they do it now?

The curriculum is really a lot harder now, and teachers are expected to teach a lot more, and to make sure that none of the kids are really falling off the curve (leave no child behind and all that). I remember my E.S. in the 70's and 80's. Teachers didn't do a lot of small group teaching. (I don't remember very much small group instruction after K.) They just moved the whole class along relatively slowly. There were no "small reading groups" after K -- we all just read the same really boring basic stuff. I used to sit in a corner and read books out of my desk while the teacher was teaching because the class moved so slow. Or I would get a hall pass and go the library, because the teacher knew that I was ahead. Some of the teachers even gave me other kids' work to grade. However, even with moving the class along super slowly, there were some kids that were totally just behind -- I remember a girl that was straight-up illiterate in 4th grade, and this was in a nice suburban school district. When I do remember doing small group work, we did coloring (in the younger grades) or worksheets (in the older grades). There were lots and lots of blue mimeographed worksheets.

I am not super crazy about the Chrome books. But: (1) It is way cheaper to buy chrome books for the class than to hire a second teacher (or even an aide). You can get Chrome Books for the whole class for like $5K. (2) It does allow the teacher the time to do more small group work that is tailored for the level of the students.
Technology can be great, but it was really a failure on the part of whoever decided to get this particular technology that the school/teachers could not easily control. Of course google wants them searching the internet -- that's google's bread and butter. I'm not sure what type of parental controls you can do on chrome books, but they are not really set up for that. The schools need a browser that can be set to only allow access to very limited sites -- like the old Microsoft OS allowed.

Sure, all of that makes sense. I remember having some pull-outs in ES (for reading and maybe math). I know that doesn't really happen as much anymore.

What they really should have is just intranet access, especially for the younger kids. No internet access at all. Load up the educational programs you want them using, and that's all they have access to. When it comes to MS and HS, they need to have controls on which sites they can access that are age-appropriate and school-appropriate. Kids should be able to log in and have the controls pre-loaded for their grade, so a 7th grader has a different access package than an 8th grader. I'm sure a technology company can provide those capabilities.

I certainly agree technology isn't evil or something, but MCPS just seems to have massively screwed up in the way it's utilizing this technology.

[Anonymous]

Teacher here but not MCPS. Our students don't have their own devices but each grade shares one cart of devices (3 classes of appr. 25 students). I can't stand the iPads because the internet is so slow or doesn't work at all. It's more of a hassle to get kids to use them. I have spend A LOT of my own money over the years on my classroom library and don't want to waste it so the kids usually get a book when they are finished their work. Sometimes we use RAZ Kids online but I spot check their activity on my account and give rewards to students who are on task. They are in 1st grade so it doesn't take much to get them to fall into line. I think the biggest problems are 1) lack of ability grouping and 2) the curriculum is so advanced. Teachers have to teach in small groups most of the day so they need the other students to do work independently. Also, when you have a a wide range of kids in your class, you have a bunch of small groups all day. It makes more sense to send the high kids to one teacher for reading, the on-grade level to another teacher and the lower students to the third teacher but we aren't allowed to do this anymore. I feel sorry for higher students like my DS who coasted through ES not being instructed on his level- ever. He did improve his own reading level so yay him but it's a long 6 years to just coast along. He is getting his butt kicked in his private MS now.

[Anonymous]

where is time for class discussion, practicing Q&A with teacher and others, learning to make a point outloud and backing it up.
Anyone even raising their hands any more to ask a Q or answer the teacher? This DIY stuff in lower elementary school is nuts.

[Anonymous]

Just so everyone has all the facts...

Go Guardian not only allows teachers to monitor/track student Chromebook use-it also allows them to block certain sites at certain times (or always if needed) and customize by student, if needed. Additionally you can limit the number of tabs students can open up. I am a media specialist and we use the Chromebooks with the older grades for one research project a quarter. Occasionally we also use them in order to incorporate interactive tools such as Kahoot, padlet, and Nearpod into classroom lessons. We are reading and discussing books the majority of the time.

There are plenty of teachers who know how to effectively implement instructional technology and ration independent use of computers to a reasonable degree. We go by the philosophy that technology is yet another tool in our teacher toolbox not a replacement for books and other instructional tools. Feel free to ask your child's teacher about their philosophy regarding Chromebooks and instructional technology in general. Hopefully it will be a productive conversation and you will find that they are being used very purposefully--if not feel free to discuss it with them or go to the principal if that avenue doesn't yield good results. But just complaining here in a blanket fashion, making sweeping generalizations about Chromebook use in MCPS schools, is not very productive. Both my ES children are in schools where they are used to good effect and truly boost classroom instruction.

[Anonymous]

Anonymous wrote:where is time for class discussion, practicing Q&A with teacher and others, learning to make a point outloud and backing it up.
Anyone even raising their hands any more to ask a Q or answer the teacher? This DIY stuff in lower elementary school is nuts.

hahaha. Ask your child to count how many words she said a day while in class. Likely single digits.

[Anonymous]

Anonymous wrote:Just so everyone has all the facts...

Go Guardian not only allows teachers to monitor/track student Chromebook use-it also allows them to block certain sites at certain times (or always if needed) and customize by student, if needed. Additionally you can limit the number of tabs students can open up. I am a media specialist and we use the Chromebooks with the older grades for one research project a quarter. Occasionally we also use them in order to incorporate interactive tools such as Kahoot, padlet, and Nearpod into classroom lessons. We are reading and discussing books the majority of the time.

There are plenty of teachers who know how to effectively implement instructional technology and ration independent use of computers to a reasonable degree. We go by the philosophy that technology is yet another tool in our teacher toolbox not a replacement for books and other instructional tools. Feel free to ask your child's teacher about their philosophy regarding Chromebooks and instructional technology in general. Hopefully it will be a productive conversation and you will find that they are being used very purposefully--if not feel free to discuss it with them or go to the principal if that avenue doesn't yield good results. But just complaining here in a blanket fashion, making sweeping generalizations about Chromebook use in MCPS schools, is not very productive. Both my ES children are in schools where they are used to good effect and truly boost classroom instruction.

This sounds so reasonable and I bought this line when our school announced it had gotten Chromebooks for even the second graders. Kids need to learn how to use technology, so I was in.

Then reality.

*Teachers use the time as a reward for finishing seat work, so kids anxiously rush and don’t pay attention to their work.
*We got all these Chromebooks so we might as well use them, right? So now kids spend their “reading” time on myOn, which is mediocrity personified, but hey, it provides the administration with “data” so let’s love it no matter what.
*Speed math programs like Xtra Math and Fast Math have become teacher tools for assessment in our school, despite the lack of any research that they benefit kids’ math skills and ignoring the profound performance anxiety fully 1/4 of my child’s class exhibits about these high pressure programs. But they provide such enticing data and analysis performance charts!
*Instead of using their time to write or imagine, students spend their device time fooling with avatars, fancy fonts, lame clip art, and other things on which no lower-grader should be wasting their school time.
*Since you are a media specialist, I’ll throw in this one - when my kids go to media, they often have a book “read” to them by a computer. Happens in class, too, to keep the kids occupied for a few minutes while the teacher catches a break. Don’t love it, but I understand. But in the school library?! I’m speechless (well... not really!).

Discussions about this at our MCPS school, with teachers and principal, are like speaking to an uncomprehending brick wall. Clearly, I am stupid and troublesome for not understanding how critical and amazing data and persistent technology access are for my young kids (btw, I develop apps for a living). Most other parents think screens are fine, don’t have the interest or genuinely don’t have the time to care about it. (thank you, DCUM, for letting me know I am not entirely alone in thinking this is all insane). And these are generally great and experienced teachers. The principal is “embracing technology” and our school has lost several excellent staff members who couldn’t stand the assessment and data obsessed environment. Remaining teachers are forced to use the above programs whether they like them or not. Staff development time seems to be focused on analyzing performance data and learning how to use yet more digital programs (and then analyzing yet more data charts).

[Anonymous]

Anonymous wrote:

When my K kid has media, instead of the librarian actually reading books to the kids, she uses a video of the book being read on the Promethean board. I feel like in the early years, there is something to be gained by having a book read aloud to you versus watching an animation of the book on the screen.

At least the K teacher actually reads the physical books in class, but it seems sad that the librarian is now also relying on the Promethean boards.

Ah, just saw this. I was hoping it was just us, but now I see it is not.

[Anonymous]

Frankly, this indiscriminate and harmful use of chromebooks is one main reason we will be sending our kid to private school.

[Anonymous]

Anonymous wrote:Frankly, this indiscriminate and harmful use of chromebooks is one main reason we will be sending our kid to private school.

If this doesn’t change,we’ll probably move to county that doesn’t use them so much (can’t afford private, unfortunately).

[Anonymous]

Anonymous wrote:

Anonymous wrote:Frankly, this indiscriminate and harmful use of chromebooks is one main reason we will be sending our kid to private school.

If this doesn’t change,we’ll probably move to county that doesn’t use them so much (can’t afford private, unfortunately).

PP here.

Which one?

Unfortunately, given DH and my job locations, MoCo is really the only place we can be to make our respective commutes not horribly awful. So moving to FCPS or something isn't feasible for us.

[Anonymous]

Lots of screentime. Kids playing games. Very little reading and education. Long live 2.0. Very slow paced classes.

[Anonymous]

Oh Fck. When did THIS happen?