I think this article makes a solid case for a school-wide initiative, but they way they describe it needs to be one (or the only) big school improvement objective. At DCI literacy is obviously extremely important, but the narrow scope presented in this article isn't the focus. Intercultural education, bilingual literacy and social justice are the roots of everything DCI does in every course.

What's more, a love of reading is not a panacea for curing society's woes. If I had a choice (and I do!) I wouldn't be interested in a school that had, "Instill a love of fiction" as the main driver of the school's plan. Having a love for reading is my job as a parent. This type of focus has its place in schools where kids, "Haven't read a book in a year."

BTW, the kids at DCI use real books, too.

Article from post written by a Middle School English Teacher

https://www.washingtonpost.com/blogs/answer-sheet/wp/2015/10/17/why-kids-still-need-real-books-to-read-and-time-in-school-to-enjoy-them/

Could be worse... check out the Hardy thread!

Please make it stop!!!! how many pages must this go on????

Anonymous wrote:

Anonymous wrote:So just two data points.

School only open one year - no way they could have more data at this point.

Right - not faulting the school for this, just being cautious about drawing conclusions from such a limited sample.

A great piece from the post. I think I posted another article about this but this is a nice summary.

http://www.nytimes.com/2015/01/30/opinion/can-students-have-too-much-tech.html?_r=0

I would love to hear what, if any, changes DCI has made in how it uses laptops this year. Current parents, or anybody with any information, please share. Also, if there are other parents MS students who use computers a lot, please share your experiences.

Anonymous wrote:So just two data points.

School only open one year - no way they could have more data at this point.

So just two data points.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:But then there are the numbers that show it is working: http://edinnovationdc.org/2015/10/13/how-a-breakthrough-school-beat-summer-learning-loss/

Thanks for one of the few recent posts that is actually about DCI, their numbers and approach and how they avoided summer learning loss. Very cool.

It's important to point out that the article cited was written by the principal of DCI. I would want to validate DCI's mode of data collection and analysis before getting too excited about it.

It's year-over-year MAP scores. It's just a regular one-click MAP report you can do with the data that shows the results from spring (I believe) to the results from the fall tests.

Also, the article just looked at the performance of DCI students rather than comparing them to a group of students who did other activities. Not saying the gains aren't real or impressive, just that the information doesn't necessarily prove the student's success is due to use of computer based learning.

I think ignoring the benefits of tech based learning is crazy but so the idea that computers will lead to great advances in student achievement. There is little research to support the tech heavy approach DCI uses; in fact, preliminary research suggests some potential downsides which need to be studied further. Blind faith leads to development of a program like Utah's on line preschool program.

Anonymous wrote:

Anonymous wrote:But then there are the numbers that show it is working: http://edinnovationdc.org/2015/10/13/how-a-breakthrough-school-beat-summer-learning-loss/

Thanks for one of the few recent posts that is actually about DCI, their numbers and approach and how they avoided summer learning loss. Very cool.

It's important to point out that the article cited was written by the principal of DCI. I would want to validate DCI's mode of data collection and analysis before getting too excited about it.

Anonymous wrote:But then there are the numbers that show it is working: http://edinnovationdc.org/2015/10/13/how-a-breakthrough-school-beat-summer-learning-loss/

Thanks for one of the few recent posts that is actually about DCI, their numbers and approach and how they avoided summer learning loss. Very cool.

I think using math programs over the summer is a good idea and could be really helpful. The programs using USA today articles could also be helpful but not as a replacement for reading books.

Again, I think technology has a place in schools but there needs to be a balance and more thoughtful approach guided by common sense and research. Lots of programs, including Utah's new on line preschool, seem to be designed to achieve limited academic goals.


Another recent article from NYT talked about txting behavior in girls and how compulsive texting appears to linked to lower grades. Preliminary research, but the researcher suggested having tech free zones and times, which seems reasonable to ensure kids learn to communicate in many different ways. I know current DCI parents have cited similar concerns.

Here is the link

http://well.blogs.nytimes.com/2015/10/12/compulsive-texting-takes-toll-on-teenagers/?ref=health&_r=0

But then there are the numbers that show it is working: http://edinnovationdc.org/2015/10/13/how-a-breakthrough-school-beat-summer-learning-loss/

Interesting discussion on the Kojo show. I only had a chance to listen to the first half of the show, but I thought it was pretty balanced. the part I heard focused mostly on adult reading habits. Here is the link

http://thekojonnamdishow.org/shows/2015-09-29/pixels-vs-pages-e-books-take-a-hit