http://futura.edublogs.org/2007/05/02/the-power-of-play/ technology, libraries, and schools Mon, 30 Jan 2012 15:49:38 +0000 hourly 1 http://wordpress.org/?v=3.2.1 http://futura.edublogs.org/2007/05/02/the-power-of-play/comment-page-1/#comment-929 Not So Distant Future » 23 Things for School Librarians (and Teachers?) Wed, 09 May 2007 03:47:06 +0000 http://futura.edublogs.org/2007/05/02/the-power-of-play/#comment-929 [...] One thing I like about this program is that it involves the element of play, which I wrote about last week.   Most of us who work with technology a lot don’t “know” it all–we see something, get interested, and play with it in order to figure it out.  The 23 things program provides a scaffold for some “guided” play and provides an excellent introduction to a variety of web 2.0 tools. [...] [...] One thing I like about this program is that it involves the element of play, which I wrote about last week.   Most of us who work with technology a lot don’t “know” it all–we see something, get interested, and play with it in order to figure it out.  The 23 things program provides a scaffold for some “guided” play and provides an excellent introduction to a variety of web 2.0 tools. [...]

]]> http://futura.edublogs.org/2007/05/02/the-power-of-play/comment-page-1/#comment-911 Brian Smith Sun, 06 May 2007 04:55:07 +0000 http://futura.edublogs.org/2007/05/02/the-power-of-play/#comment-911 I certainly feel that play and fun are undervalued assets in a classroom. However, I believe that this attitude is determined primarily by the teacher. How can students be expected to get excited and interested about activities in the classroom when the teacher shows no passion or sometimes even explicit boredom about the subject. The teacher is the primary presenter of information about the subject so that presentation greatly affects the student’s opinion of the subject. Teachers need to be salesmen of their classes. They need to pass of as much as possible as fun so students will want to learn it, not simple learn it for a high grade. I think that play has been a crucial factor in the success of the physics department at Westlake. Bobby Dan Harper’s childlike glee when lecturing and doing experiments sends the message to students that this is fun and enjoyable material. At the very least it helps to keep kids awake during class and additionally I think it drastically improves student interest. I know kids who go home and google theories that Harper mentions because they see his excitement about them. I have yet to hear of behavior like this in any other class. The math department is particularly deficient in play in my experience and the difference in students attitude’s towards the subjects is clearly visible. How many Westlake graduates plan on being math majors and how many intend to major in physics? Is one inherently more interesting? I do not think so. I know it must be tough to play with information that teachers have been relaying for decades but it is vital to spark that curiosity and create interest. I certainly feel that play and fun are undervalued assets in a classroom. However, I believe that this attitude is determined primarily by the teacher. How can students be expected to get excited and interested about activities in the classroom when the teacher shows no passion or sometimes even explicit boredom about the subject. The teacher is the primary presenter of information about the subject so that presentation greatly affects the student’s opinion of the subject. Teachers need to be salesmen of their classes. They need to pass of as much as possible as fun so students will want to learn it, not simple learn it for a high grade. I think that play has been a crucial factor in the success of the physics department at Westlake. Bobby Dan Harper’s childlike glee when lecturing and doing experiments sends the message to students that this is fun and enjoyable material. At the very least it helps to keep kids awake during class and additionally I think it drastically improves student interest. I know kids who go home and google theories that Harper mentions because they see his excitement about them. I have yet to hear of behavior like this in any other class. The math department is particularly deficient in play in my experience and the difference in students attitude’s towards the subjects is clearly visible. How many Westlake graduates plan on being math majors and how many intend to major in physics? Is one inherently more interesting? I do not think so. I know it must be tough to play with information that teachers have been relaying for decades but it is vital to spark that curiosity and create interest.

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