SK> I am out of my element in
 SK> subjects outside of math, but it seems to me that for any class in
 SK> math Algebra I or below, computers are really not necessary.
 Hear!  Hear!
 SK> I do see
 SK> where they can be quite helpful for classes like Geometry and Calculus
 SK> where visualization is important and traditional paper and pencil do
 SK> not allow demonstration as well as computer animation does for certain
 SK> topics.
 My older son has recently been experimenting (at home) with using
 Power Point to demonstrate Course II (geometry) applications,
 theorems, proofs, etc.  He is impressed at what he can do with it as
 a teaching technique, especially since his school has a computer
 projector which enables one to present it clearly on a large screen.
 I expect he will start using it in class next fall.
 SK> Tom Cotton has brought up several times in the past how computers
 SK> could effectively administer tests and score them for teachers,
 SK> tracking student strengths and weaknesses. I haven't personally seen
 SK> the software that will do this.
 Again my son has created tests on spreadsheets that students with
 computers could take and get immediate scoring on from macros that he
 creates for them.  It should be no problem to turn this kind of thing
 into software packages that schools or teachers could obtain.  He
 learned these techniques when he worked for a year for Xerox as a
 number cruncher.  His knowledge of mathematics enabled him to create
 formulas for cells that would give the company immediate results from
 figures and facts fed into the computer.  He saw how these techniques
 could be applied to applications in the teaching of math.
 SK> I believe that Ken Blystone has from
 SK> time to time mentioned that the computers at his school do this type of
 SK> thing. I'd want to see it though, before I'd be convinced that it is as
 SK> good as a human teacher can do. I believe it is entirely possible. It
 SK> just hasn't been well implemented yet.
 I have long been fascinated by the claims that Ken makes for his
 "virtual schools."  I just question how effectively they can be
 applied to all segments of the learning population.
 SK> When am I going to fit in time to teach
 SK> spreadsheets?
 I would hardly expect you to.  I was referring to quick occasional
 in-class demonstrations as a possible way to motivate students to see
 the relevance of what they have to learn to the world in which many
 of them will have to work.
 SK> I agree. I find that the block scheduling idea which causes you to
 SK> have to teach less material is not really acceptable.
 They use block scheduling in the Brockport, NY, school where my son
 teaches.  Teachers see classes for 80 minute periods every other day
 supposedly.  In reality, however, with holidays, conference days, and
 other interruptions, a teacher may see a class only twice in 6-8 days.
 In Sacramento, the block scheduling is used four days a week, with
 Mondays being a regular schedule where all classes meet for 40 minute
 periods.  Many teachers use the shorter day for quizzes, tests, or
 special kinds of instruction which would be a normal part of the
 curriculum anyhow. [Actually the Monday idea could become an X day
 that could be used on other occasions to guarantee that teachers
 would see classes a sufficient number of times.]  The block
 scheduling seems to be popular with teachers, students, and parents,
 but it has drawbacks, as I told you.
 SK> Schools need to first justify why
 SK> they need the technology and what they hope to accomplish with it. Then
 Hear! Hear!  This was my biggest concern with and objection to the
 school budget presented by our Board of Education this year.  Their
 proposition asking approval for 2.5 million dollars for upgrading
 computer technology in the schools was defeated by an almost 4-1
 vote.  Part of the reason (in my own case, at least) was the lack of
 specificity as to how this technology would be used instructionally.
 SK> Schools cannot
 SK> teach cutting edge technology. Students can learn this type of stuff in
 SK> Vo-Tech schools after high school graduation.
 I agree.  Even if schools can teach it, should they in view of the
 constraints it will impose on other curricula and programs?
 SK> But,
 SK> when some students have families that can afford this type of thing in
 SK> their home and others cannot, this certainly doesn't help towards
 SK> leveling the playing field?
 While I appreciate your concern in this regard, I suspect the truth
 is more analogous to automobiles.  Because some families can afford
 Cadillacs doesn't really enable them to go more places or travel
 farther than people who can only afford Chevrolet Geos.  The playing
 field will never be totally level for all in the sense that all
 should be able to have the same things or perform everything as well.
 However, all can have an understanding of how the game is played.  I
 still can use my old IBM 8086 with First Choice to do most of the
 computer functions.  I also suspect we have shown a tremendous lack
 of imagination in organizing ways to enable all to play the game.
 --Art--
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