Textbooks or Software - Same test scores

School districts across the country have poured millions of dollars into educational software with the intent of raising test scores. Did it make a difference?

The U.S. Department of Education concluded that there was no significant difference in student performance as measured by test scores, reports Amit Paley of the Washington Post. The study was conducted during the 2004-2005 school year as a mandated component of the 2002 No Child Left Behind law. Coincidentally, or not, the law is up for renewal this year.

What is remarkable about this study is that it is the largest to date (132 schools, 9,424 students using 15 math and reading products). The study included various methods for incorporating educational software into the classroom. Some classes relied on software as the primary instructional method whereas others use it as a supplement to traditional materials.

So should we eliminate educational software if it proves to be no better than traditional methods?

Of course not! First, if you flip the question, educational software can be seen as producing the same results. So, at the very least, it isn't any worse at educating our children.

"Ah yes", you might say, "a laptop and software is far more expensive than a textbook and some worksheets duplicated out of a workbook, right?"

Indeed it is, but I believe there are secondary benefits in using educational software that must be valued into the equation.

1. Students are increasing their technical skills, which is critical in the global economy. A generation that is unable to use the latest technology is unable to compete.
2. Some students are more easily engaged when using technology solutions.

So I say, keep the technology, but make sure that teachers are properly trained and that the software is used as an aid.

Here's the crucial part - we still need to rely on teachers to teach, whatever the learning delivery method.

- The Four-Eyed Observer

Saving Teens From Themselves

You've probably read an article about a teen, driving at an absurd speed, in a car filled with peers and perhaps alcohol or illegal substances. The story ends in tragedy.

As a reader, I am filled with grief for the families and friends who suffer the loss of a loved one. Then sometimes I wonder, "What were they thinking?"

Sometimes, it may turn out, they simply weren't thinking.

Are you wondering why teens engage in risky behavior, even those teens who have participated in educational interventions to the contrary? An article by Sharon Jayson in USA Today points out that the brains of teens are still not completely developed despite the privileges that society grants them in their teen-aged years.

Temple University psychologist Laurence Steinberg thinks he has the answer after analyzing ten years of research. "Education alone does not work. It's doesn't seem to affect their behavior," Steinberg has concluded.

He advocates laws that discourage risky behavior. He wants to see more laws that increase the driving age, charging more for cigarettes, and penalizes reckless driving. Of course, these laws need to be actively enforced to really discourage teens from dangerous behavior.

Why do we need to protect teens with tight societal constraints?

Simply put, there is a disconnect in the still immature brain of a teen between what they've learned and the behavioral choices they make. Psychologist and author Michael Bradley points out that "Kids will sign drug pledges. They really mean that, but when they get ina park on a Friday night with their friends, that pledge is nowhere to be found in their brain structure."

What does this research mean to parents? Laurence Steinberg recommends that parents must help their children make wise decisions but also parents must be actively monitoring their teen's activities.

Isabel Sawhill, co-director or the Center on Children and Families at the Brookings Institution advocates a middle ground that includes the education programs.

I think everyone is right. I think a three-pronged approach is needed.

1. Educational institutions and other organizations need to continue to efforts to teach teens about the dangers of risky behavior.
2. Parents need to closely monitor their teens' activities. I know this is easier said than done.
3. Society needs to use laws and other consequences to discourage risky behavior.

That's what The Four-Eyed Observer thinks.

Forget your French Textbook - Grab that PS2

Sony is testing out the PS2 as an educational tool. Teachers at Holyhead Secondary School in Handsworth, Birmingham, UK are designing lessons to operate on the PS2.

Children intent upon circumventing the technology to play commercial games will be disappointed.

Teachers believe that lessons can be customized to help students who need additional support on particular topics. Teachers are learning how to create rich media to provide a captivating experience.

It could be an effective method for having those button clicks count for something.

Parents of children involved in video game learning at school need to consider whether to reduce the child's video game usage at home.

School 2.0 - What's it about?

Welcome!

By now, you've probably heard of Business 2.0, Marketing 2.0 and Web 2.0. The 2.0 suffix suggests a revolution in thinking and processes.

So What's School 2.0?

Schools across the country and around the world are trying new methods to teach children, particular children who's motivation does not synch up with school.

This blog will feature new techniques, technologies and pedagogies for reaching youth and making education a more engaging experience.

This blog, Reaching Generation Z, is all about reaching out to the Z generation, and in particular, reaching out to them in school settings.

Ready? Here we go ...