DCI: Too much focus on tablets/devices?

[Anonymous]

Anonymous wrote:Just looked on their website which suggests school incorporates technology into some lessons but did not suggest they were a paperless school, using google classrooms. I don't know much about their program but it appears to use tech in moderation and in conjunction with a more traditional approach. Having the kids make spreadsheets seems reasonable. Any St John's parents who are reading this forum, please correct me if I am wrong!

Do you understand what google classroom is? The fact that you wrote "google classrooms" makes me think that you don't. That may be DCI's fault, as it sounds like they aren't explaining it very well.

Google classroom is a collection of computer programs which allows teachers and students to create assignments, and to send assignments to each other without printing them out (hence the term "paperless"). It also allows teachers to record and post grades, and do other grade keeping tasks like calculating averages, or keeping track of missing assignments..

So, in a school that uses google classroom, a teacher might use google docs to write up the directions for a project. Students would then collect data in whatever way was appropriate (scientific experiment done hands on, or survey created using googleforms, or using paper or online tools to find out information about a topic) and then use google's spreadsheet app to create a spreadsheet, and googledocs to write a paper about what they learned from the spreadsheets. They would share these documents with their teacher who would annotate them, grade them, and then send them back to the student. The term paperless refers to the fact that the teacher doesn't print out the directions for the assignment, they simply post them, and the students don't print out the completed assignment, they email or share up upload it. It doesn't mean that there's literally no paper in the school. Kids in "paperless" schools can still read books, and paint pictures, and use paper to create 3D models in math class. They can also engage in activities that involve neither the computer nor paper, like playing floor hockey in P.E., or conducting a physics experiment.

St. John's and other 1:1 schools, almost certainly have some kind of system to do the same thing, whether it's google classroom, or a product from another vendor, that does all these things too.

I'll add that I know nothing about the DCI program. So, it's possible that kids are online 100% of the time, or that they're running things terribly there. But the fact that they chose google classroom, instead of having students use a Microsoft Office, isn't the reason for that.

[Anonymous]

THanks for describing the details. No, the website didn't do a good job of explaining the details but I used their description. Maybe that will be done at the information session.
Some aspects, such as creating spreadsheets in a science class, seem like they could really enhance learning. However, reports from current parents suggest kids at DCI are not reading paper books during English class, that everything is on-line, which is why parents are concerned. Kids do not need technology in every class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Just looked on their website which suggests school incorporates technology into some lessons but did not suggest they were a paperless school, using google classrooms. I don't know much about their program but it appears to use tech in moderation and in conjunction with a more traditional approach. Having the kids make spreadsheets seems reasonable. Any St John's parents who are reading this forum, please correct me if I am wrong!

Do you understand what google classroom is? The fact that you wrote "google classrooms" makes me think that you don't. That may be DCI's fault, as it sounds like they aren't explaining it very well.

Google classroom is a collection of computer programs which allows teachers and students to create assignments, and to send assignments to each other without printing them out (hence the term "paperless"). It also allows teachers to record and post grades, and do other grade keeping tasks like calculating averages, or keeping track of missing assignments..

So, in a school that uses google classroom, a teacher might use google docs to write up the directions for a project. Students would then collect data in whatever way was appropriate (scientific experiment done hands on, or survey created using googleforms, or using paper or online tools to find out information about a topic) and then use google's spreadsheet app to create a spreadsheet, and googledocs to write a paper about what they learned from the spreadsheets. They would share these documents with their teacher who would annotate them, grade them, and then send them back to the student. The term paperless refers to the fact that the teacher doesn't print out the directions for the assignment, they simply post them, and the students don't print out the completed assignment, they email or share up upload it. It doesn't mean that there's literally no paper in the school. Kids in "paperless" schools can still read books, and paint pictures, and use paper to create 3D models in math class. They can also engage in activities that involve neither the computer nor paper, like playing floor hockey in P.E., or conducting a physics experiment.

St. John's and other 1:1 schools, almost certainly have some kind of system to do the same thing, whether it's google classroom, or a product from another vendor, that does all these things too.

I'll add that I know nothing about the DCI program. So, it's possible that kids are online 100% of the time, or that they're running things terribly there. But the fact that they chose google classroom, instead of having students use a Microsoft Office, isn't the reason for that.

I print out assigbnments for my college students. Why? They skim but don't read online. I make them print off their essats to revise and edit even if they submit them electronically. Why? The writing submitted will be 10X better if they see and interact with it physically, making reviosions with a pen.

[Anonymous]

Asking for DCI to change their education model to be drastically different than what's in their charter (or website since I haven't read their charter) will never happen, nor do I even think it should. There are paper work-arounds for concerned parents as preciously described by a current parent. However, parents CAN have an impact is on the tech frenzy school environment:
• Chromebooks in classrooms only
• Lock down Chromebooks by only allowing specific URLs through (curated, educational content)
• Block the games
• Tech-free times and zones

THIS is where parents should focus their energy. To put it bluntly, parents are the customer, schools provide us with a service, paid for by our taxes.

[Anonymous]

oops. As previously described

[Anonymous]

Anonymous wrote:THanks for describing the details. No, the website didn't do a good job of explaining the details but I used their description. Maybe that will be done at the information session.
Some aspects, such as creating spreadsheets in a science class, seem like they could really enhance learning. However, reports from current parents suggest kids at DCI are not reading paper books during English class, that everything is on-line, which is why parents are concerned. Kids do not need technology in every class.

And again, I'm not saying that DCI is or isn't using tech well. I've never been there.

I am saying that if you're going to criticize DCI for the use of a specific set of computer programs (google classroom), then it makes sense to understand what those programs do and don't do. I think it's hard to make an argument that google classroom is evil, but whatever St. John's is using (or SAES, or visitation, or Good Counsel, or E. L. Haynes, or Sidwell, or any other school in the area that has 1:1 devices) to manage documents isn't.

[Anonymous]

Anonymous wrote:

Anonymous wrote:THanks for describing the details. No, the website didn't do a good job of explaining the details but I used their description. Maybe that will be done at the information session.
Some aspects, such as creating spreadsheets in a science class, seem like they could really enhance learning. However, reports from current parents suggest kids at DCI are not reading paper books during English class, that everything is on-line, which is why parents are concerned. Kids do not need technology in every class.

And again, I'm not saying that DCI is or isn't using tech well. I've never been there.

I am saying that if you're going to criticize DCI for the use of a specific set of computer programs (google classroom), then it makes sense to understand what those programs do and don't do. I think it's hard to make an argument that google classroom is evil, but whatever St. John's is using (or SAES, or visitation, or Good Counsel, or E. L. Haynes, or Sidwell, or any other school in the area that has 1:1 devices) to manage documents isn't.

What other schools allow students to have unfettered access to the internet throughout the day? Parents at Sidwell, St. Johns, SAES, etc wouldn't allow it, nor should DCI parents. Just because it's a charter school, doesn't mean that parents should allow their children to serve as guinea pigs in this DCI experiment.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:THanks for describing the details. No, the website didn't do a good job of explaining the details but I used their description. Maybe that will be done at the information session.
Some aspects, such as creating spreadsheets in a science class, seem like they could really enhance learning. However, reports from current parents suggest kids at DCI are not reading paper books during English class, that everything is on-line, which is why parents are concerned. Kids do not need technology in every class.

And again, I'm not saying that DCI is or isn't using tech well. I've never been there.

I am saying that if you're going to criticize DCI for the use of a specific set of computer programs (google classroom), then it makes sense to understand what those programs do and don't do. I think it's hard to make an argument that google classroom is evil, but whatever St. John's is using (or SAES, or visitation, or Good Counsel, or E. L. Haynes, or Sidwell, or any other school in the area that has 1:1 devices) to manage documents isn't.

What other schools allow students to have unfettered access to the internet throughout the day? Parents at Sidwell, St. Johns, SAES, etc wouldn't allow it, nor should DCI parents. Just because it's a charter school, doesn't mean that parents should allow their children to serve as guinea pigs in this DCI experiment.

Again, I don't know anything about DCI. I can tell you that all the schools I listed have 1:1 devices for students (as do many others in this area) which presumably means that students have internet access, but whether it's "unfettered", I don't know since I don't know how you're defining that word in this context.

All of the schools I listed also use google classroom, or they use other programs that provide the same functions (word processing, electronic grading, spreadsheets, the ability to send and receive emails etc . . . )

Do some or all of those schools do a better job than DCI of monitoring student internet use, or of planning high quality instructional activities with and without the devices? It's possible that they do. I have no way of knowing, because I've never been in a DCI classroom to see how they monitor student internet use or deliver instruction.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:THanks for describing the details. No, the website didn't do a good job of explaining the details but I used their description. Maybe that will be done at the information session.
Some aspects, such as creating spreadsheets in a science class, seem like they could really enhance learning. However, reports from current parents suggest kids at DCI are not reading paper books during English class, that everything is on-line, which is why parents are concerned. Kids do not need technology in every class.

And again, I'm not saying that DCI is or isn't using tech well. I've never been there.

I am saying that if you're going to criticize DCI for the use of a specific set of computer programs (google classroom), then it makes sense to understand what those programs do and don't do. I think it's hard to make an argument that google classroom is evil, but whatever St. John's is using (or SAES, or visitation, or Good Counsel, or E. L. Haynes, or Sidwell, or any other school in the area that has 1:1 devices) to manage documents isn't.

What other schools allow students to have unfettered access to the internet throughout the day? Parents at Sidwell, St. Johns, SAES, etc wouldn't allow it, nor should DCI parents. Just because it's a charter school, doesn't mean that parents should allow their children to serve as guinea pigs in this DCI experiment.

Again, I don't know anything about DCI. I can tell you that all the schools I listed have 1:1 devices for students (as do many others in this area) which presumably means that students have internet access, but whether it's "unfettered", I don't know since I don't know how you're defining that word in this context.

All of the schools I listed also use google classroom, or they use other programs that provide the same functions (word processing, electronic grading, spreadsheets, the ability to send and receive emails etc . . . )

Do some or all of those schools do a better job than DCI of monitoring student internet use, or of planning high quality instructional activities with and without the devices? It's possible that they do. I have no way of knowing, because I've never been in a DCI classroom to see how they monitor student internet use or deliver instruction.

"Unfettered" access means access to the internet and cell phones during school breaks throughout the day. It also appears that students can access the internet during class time! Who in the world thinks that this is a good idea?!?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Haynes is 1:1 too.

Any other schools? I'm not interested in sending my children to Haynes either.

St. John's Academy in Chevy Chase has been using this for the past 2 years.
Enrollment has gone up.

Is this the same Af John's on military road in nw. If so, this is a high school grades 9-12.

[Anonymous]

16:06, charter school by it's very definition is guinie pig. This is DCI'a first year in existence, the first two or three classes are nothing but experiments.

[Anonymous]

Anonymous wrote:16:06, charter school by it's very definition is guinie pig. This is DCI'a first year in existence, the first two or three classes are nothing but experiments.

Maybe so, but the big question is: Is the DCI Administration willing to evaluate each year's "experiment" and figure out how to keep improving, including listening to and addressing parent concerns?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:THanks for describing the details. No, the website didn't do a good job of explaining the details but I used their description. Maybe that will be done at the information session.
Some aspects, such as creating spreadsheets in a science class, seem like they could really enhance learning. However, reports from current parents suggest kids at DCI are not reading paper books during English class, that everything is on-line, which is why parents are concerned. Kids do not need technology in every class.

And again, I'm not saying that DCI is or isn't using tech well. I've never been there.

I am saying that if you're going to criticize DCI for the use of a specific set of computer programs (google classroom), then it makes sense to understand what those programs do and don't do. I think it's hard to make an argument that google classroom is evil, but whatever St. John's is using (or SAES, or visitation, or Good Counsel, or E. L. Haynes, or Sidwell, or any other school in the area that has 1:1 devices) to manage documents isn't.

What other schools allow students to have unfettered access to the internet throughout the day? Parents at Sidwell, St. Johns, SAES, etc wouldn't allow it, nor should DCI parents. Just because it's a charter school, doesn't mean that parents should allow their children to serve as guinea pigs in this DCI experiment.

Again, I don't know anything about DCI. I can tell you that all the schools I listed have 1:1 devices for students (as do many others in this area) which presumably means that students have internet access, but whether it's "unfettered", I don't know since I don't know how you're defining that word in this context.

All of the schools I listed also use google classroom, or they use other programs that provide the same functions (word processing, electronic grading, spreadsheets, the ability to send and receive emails etc . . . )

Do some or all of those schools do a better job than DCI of monitoring student internet use, or of planning high quality instructional activities with and without the devices? It's possible that they do. I have no way of knowing, because I've never been in a DCI classroom to see how they monitor student internet use or deliver instruction.

"Unfettered" access means access to the internet and cell phones during school breaks throughout the day. It also appears that students can access the internet during class time! Who in the world thinks that this is a good idea?!?

[Anonymous]

Anonymous wrote:
"Unfettered" access means access to the internet and cell phones during school breaks throughout the day. It also appears that students can access the internet during class time! Who in the world thinks that this is a good idea?!?

I do. I'm a high school science teacher and here are some reasons why I think this is a good idea.

First and foremost: text books are horrible. This is especially true when you are dealing with subjects that add new content all the time. They are out of date by the time they reach the shelves, so there is a constant need for revisions. They are expensive. My textbooks (required by the state) cost $90 each. Textbooks are written by standardized test writers to meet the lowest common denominator of needs in the largest number of markets possible. The only non-technology alternative is to create paper copies of collections of readings. Is that a good use of time or resources when the material could be read online without a copier?

The technology I use isn't just to read the assignments or to submit documents of answers they type. My google classroom creates a permanent, accessible archive of everything we've done. A kid who needed hospitalization? A kid who is sick from his meds? A death in the family? New student from another country just arrived? Went through a rough spot and need to review? A parent or a tutor or a big brother wants to help a struggling student? None of it could get done efficiently if at all without my google classroom and the rich, varied content I put on it. All of these situations and much more have happened to me in the past month, as they do (in one form or another) every year.

As for cell phones, I collect some of my best student data from a handful or apps that I use with them. My favorite by far is a cell phone app called Exittix. I create questions and the kids respond to them on their phones. It can be a quick quiz or a question or two to spot check for understanding. All of the student results are disaggregated so I know who/how many have mastered each question. It also tells me how long it took them to answer (if I think they cheated and looked it up). I can even arrange the questions to sort for common misconceptions. Kids also take pictures of projects, film presentations and check their grades with their phones. I send them assignment reminders and messages about things via a group text app. I flip the classroom whenever possible and I film myself with my phone sometimes.

These are just a couple of the things that happen in a technology infused classroom, but I have many more are part of my repertoire. Unfortunately, I don't have a computer lab or dedicated devices for everyone so it severely limits what I can do.

I should clarify that I do not support wild, unsupervised access to kids. As a professional, it is my duty to monitor them, guide them, help them choose properly and keep them involved in learning. As a future DCI parent I hope to see substantive training and support for the teachers to implement the technology well. Since our family isn't there yet I can't comment on whether or not that training is there. I would just caution people from interpreting ALL of DCI based on the anecdotes of a few 'tweens as filtered through their parents on an anonymous listserv.

[Anonymous]

I think a lot of the posters recognize that technology can have a valuable role in the classroom but that students need a balance. I think it is great students can take coding and design, learn to use spreadsheets, etc. but that doesn't mean kids should be glued to screen all day. A lot o parents are hoping this is not the case b/c many of us really want DCI to be successful.