1 00:00:00,320 --> 00:00:02,960 Speaker 1: Brought to you by the reinvented two thousand twelve Camray. 2 00:00:03,240 --> 00:00:08,959 Speaker 1: It's ready. Are you get in touch with technology? With 3 00:00:09,080 --> 00:00:17,800 Speaker 1: tech Style from how stuff works dot com. Hello again, everyone, 4 00:00:17,880 --> 00:00:20,360 Speaker 1: and welcome to tech stuff. My name is Chris Poulette, 5 00:00:20,360 --> 00:00:23,360 Speaker 1: and I am an editor at how stuff works dot com. 6 00:00:23,360 --> 00:00:25,279 Speaker 1: Sitting across from me, as he always does on the 7 00:00:25,280 --> 00:00:27,840 Speaker 1: occasions on which we sit here behind the microphones and 8 00:00:27,840 --> 00:00:31,280 Speaker 1: talk about things about tech, is senior writer Jonathan Strickland. 9 00:00:31,840 --> 00:00:36,280 Speaker 1: Is this a kissing book? So today we're going to 10 00:00:36,320 --> 00:00:43,680 Speaker 1: address the question will technology revolutionize education? Yes? No? Maybe? Okay, 11 00:00:43,720 --> 00:00:47,640 Speaker 1: we got the basis covered. Let's dive in. Alright, then 12 00:00:47,720 --> 00:00:51,920 Speaker 1: I feel better. Emily, we love you. She may not 13 00:00:52,000 --> 00:00:54,320 Speaker 1: even be listening anymore. Yeah, she might have moved on 14 00:00:54,360 --> 00:00:57,960 Speaker 1: to bigger and better podcasts. There's no such thing, all right, 15 00:00:58,040 --> 00:01:01,200 Speaker 1: So we wanted to talk about this is another in 16 00:01:01,200 --> 00:01:05,160 Speaker 1: our series obviously on education and technology. Um, we want 17 00:01:05,240 --> 00:01:08,560 Speaker 1: to talk about the the possibility, the potential for technology 18 00:01:08,600 --> 00:01:12,320 Speaker 1: to revolutionize education and the way that the teachers teach 19 00:01:12,520 --> 00:01:15,920 Speaker 1: students and uh, and kind of talk about the difference 20 00:01:15,920 --> 00:01:19,720 Speaker 1: between the tool and the method. Actually, it's funny because 21 00:01:20,400 --> 00:01:21,720 Speaker 1: we sort of set that up as a joke and 22 00:01:21,800 --> 00:01:25,760 Speaker 1: we did the yes, no, maybe, But I think I think, yeah, yeah, 23 00:01:25,959 --> 00:01:29,200 Speaker 1: because you know, there's there's a potential. But yeah. The 24 00:01:29,200 --> 00:01:32,720 Speaker 1: the it's it's just like any other tool. If you 25 00:01:32,840 --> 00:01:35,200 Speaker 1: if you hand someone a tool but do not tell 26 00:01:35,240 --> 00:01:39,280 Speaker 1: that person how to use it, then you can't expect 27 00:01:39,480 --> 00:01:43,200 Speaker 1: the person to become an expert with that tool, you know, 28 00:01:43,760 --> 00:01:46,360 Speaker 1: and be able to produce anything of any value without 29 00:01:46,440 --> 00:01:49,200 Speaker 1: lots and lots and lots of time. And that means 30 00:01:49,240 --> 00:01:53,400 Speaker 1: the person has to be really motivated to to master 31 00:01:53,600 --> 00:01:58,400 Speaker 1: that tool, uh, despite the frustrations of not really understanding 32 00:01:58,400 --> 00:02:02,240 Speaker 1: how to use it. And that's just that's that's too 33 00:02:02,240 --> 00:02:04,280 Speaker 1: good big a burden most of us, I would I 34 00:02:04,280 --> 00:02:07,400 Speaker 1: would have I would not hesitate to say that most people, 35 00:02:07,840 --> 00:02:10,560 Speaker 1: if given a really advanced tool but they were given 36 00:02:10,639 --> 00:02:14,240 Speaker 1: no help and how to use it, UH, would abandon it. 37 00:02:15,240 --> 00:02:17,480 Speaker 1: There'd be a few who would be intrigued enough to 38 00:02:17,520 --> 00:02:19,760 Speaker 1: try and master it. But I think I think an 39 00:02:19,760 --> 00:02:22,679 Speaker 1: overwhelming percentage of us, and I include myself in that 40 00:02:23,040 --> 00:02:26,440 Speaker 1: would get frustrated and find it find better ways to 41 00:02:26,520 --> 00:02:29,320 Speaker 1: use our time. I find I find myself doing that 42 00:02:29,360 --> 00:02:32,160 Speaker 1: with a number of software programs, frankly, Yeah, there are 43 00:02:32,160 --> 00:02:35,680 Speaker 1: times where well, here's a good example. This this is nothing. 44 00:02:35,880 --> 00:02:38,800 Speaker 1: We didn't discuss this beforehand, but here's an excellent example. 45 00:02:38,800 --> 00:02:42,360 Speaker 1: We did a podcast about this particular tool ages ago, 46 00:02:42,520 --> 00:02:46,639 Speaker 1: and just recently it went away Google Wave. So Google 47 00:02:46,760 --> 00:02:50,200 Speaker 1: Google Wave was a really innovative tool. And as we 48 00:02:50,240 --> 00:02:53,720 Speaker 1: record this podcast, it's just shortly after Google pulled the 49 00:02:53,720 --> 00:02:56,000 Speaker 1: plug on Wave. Yeah. I think they're I think they're 50 00:02:56,040 --> 00:02:58,280 Speaker 1: just going to leave it and you can use it 51 00:02:58,280 --> 00:02:59,880 Speaker 1: the way it is. But I don't think they're ever 52 00:03:00,200 --> 00:03:02,320 Speaker 1: they're not supporting development. Yeah, they're not going to do 53 00:03:02,320 --> 00:03:08,040 Speaker 1: anything with it. So Google Wave was this really interesting idea, 54 00:03:08,200 --> 00:03:10,760 Speaker 1: the execution of which was so confusing that I think 55 00:03:10,800 --> 00:03:13,280 Speaker 1: most people never really got a grip on the best 56 00:03:13,320 --> 00:03:15,839 Speaker 1: way to use the tool. Here we go. We we've 57 00:03:15,840 --> 00:03:18,800 Speaker 1: got this really advanced tool that could do lots of things, 58 00:03:19,240 --> 00:03:22,840 Speaker 1: but without any direction on how to use it and 59 00:03:22,840 --> 00:03:26,320 Speaker 1: and way in the real case scenarios of how this 60 00:03:26,400 --> 00:03:31,560 Speaker 1: could be useful. Most people tried it maybe once or twice, 61 00:03:32,120 --> 00:03:35,640 Speaker 1: and then found it to be so overwhelming and confusing 62 00:03:35,840 --> 00:03:38,720 Speaker 1: that they were like, well, there's there's no use for 63 00:03:38,760 --> 00:03:41,200 Speaker 1: this for me, and they stopped coming back to it. 64 00:03:41,880 --> 00:03:44,680 Speaker 1: Chris and I are in that camp. Yeah, and we 65 00:03:44,680 --> 00:03:46,720 Speaker 1: we did find a specific use for it, but then 66 00:03:46,760 --> 00:03:49,440 Speaker 1: that specific use went away. Yeah, that was That was 67 00:03:49,480 --> 00:03:52,200 Speaker 1: the funny thing too. It wasn't um, it wasn't so 68 00:03:52,280 --> 00:03:54,640 Speaker 1: much that it wasn't terribly confusing, but there were a 69 00:03:54,680 --> 00:03:56,360 Speaker 1: lot of situations in which you try to use it 70 00:03:56,400 --> 00:03:57,880 Speaker 1: for something you know, you know what, this is not 71 00:03:58,200 --> 00:04:02,200 Speaker 1: the right tool. Yeah, spending too much time trying to 72 00:04:02,240 --> 00:04:05,080 Speaker 1: make this, make it work, make it work right, instead 73 00:04:05,080 --> 00:04:07,320 Speaker 1: of having it work right off the bat. And you 74 00:04:07,360 --> 00:04:10,840 Speaker 1: could see that there were potential applications, but they were 75 00:04:10,920 --> 00:04:14,040 Speaker 1: so specific that if you didn't have a need for that, 76 00:04:14,640 --> 00:04:17,640 Speaker 1: then Google Wave was just you know, it was easy 77 00:04:17,720 --> 00:04:20,880 Speaker 1: enough to forget about it because unless that specific case 78 00:04:20,960 --> 00:04:23,440 Speaker 1: came up, um, there's no point in going to it. 79 00:04:23,720 --> 00:04:28,200 Speaker 1: So there's an example of a technology that in theory 80 00:04:28,480 --> 00:04:32,960 Speaker 1: should be amazing, should be incredibly useful, and a great 81 00:04:33,000 --> 00:04:37,200 Speaker 1: collaborative tool and a great communications tool, but in practice 82 00:04:37,400 --> 00:04:40,120 Speaker 1: it fell apart. Well, the same can be said about 83 00:04:40,160 --> 00:04:44,719 Speaker 1: technology and education across the board, and it could be 84 00:04:44,760 --> 00:04:48,000 Speaker 1: something as simple as just a regular laptop computer, which 85 00:04:48,040 --> 00:04:50,320 Speaker 1: a lot of us take for granted. Uh, you know, 86 00:04:50,320 --> 00:04:52,440 Speaker 1: a lot of us have been used to using computers. 87 00:04:52,480 --> 00:04:55,440 Speaker 1: Some some of you out there have been using computers 88 00:04:55,920 --> 00:04:57,800 Speaker 1: ever since you can, you know, as far back as 89 00:04:57,800 --> 00:05:01,640 Speaker 1: you can remember. Now, that's not the case with UH, 90 00:05:01,640 --> 00:05:05,520 Speaker 1: with us, because we're old enough to remember when personal 91 00:05:05,560 --> 00:05:09,279 Speaker 1: computers were very uncommon, although we both jumped on the 92 00:05:09,279 --> 00:05:13,760 Speaker 1: bandwagon pretty early. True enough, I do remember monochrome monitors, 93 00:05:13,760 --> 00:05:20,320 Speaker 1: so yes, yeah, I I also remember those. So again, 94 00:05:20,520 --> 00:05:23,520 Speaker 1: they it's easy enough to take that for granted because 95 00:05:23,520 --> 00:05:25,360 Speaker 1: they've been you know, computers have been around long enough 96 00:05:25,400 --> 00:05:28,239 Speaker 1: now so that the current generation of students have grown 97 00:05:28,320 --> 00:05:31,480 Speaker 1: up with them. But that does not necessarily mean that, 98 00:05:31,600 --> 00:05:34,040 Speaker 1: you know, just by throwing computers in the classroom, you've 99 00:05:34,080 --> 00:05:41,479 Speaker 1: made education easy and accessible and effective. So let's let's 100 00:05:41,560 --> 00:05:46,520 Speaker 1: kind of talk about how technology can affect education and how, 101 00:05:47,040 --> 00:05:49,600 Speaker 1: you know, where we place the importance on on the 102 00:05:49,640 --> 00:05:54,520 Speaker 1: method of teaching. UM. One interesting thing I read was 103 00:05:55,040 --> 00:05:59,719 Speaker 1: a case study that was being done where UH students 104 00:05:59,720 --> 00:06:03,960 Speaker 1: were making a learning style assessment. Because we all have 105 00:06:04,000 --> 00:06:07,000 Speaker 1: different learning styles, right, Yeah, some of us are much 106 00:06:07,040 --> 00:06:09,560 Speaker 1: better if we hear information, then we can process it 107 00:06:09,560 --> 00:06:11,880 Speaker 1: and we're we're good to go. Some of us have 108 00:06:11,960 --> 00:06:15,480 Speaker 1: to see it UM personally. For me, the way that 109 00:06:15,560 --> 00:06:19,080 Speaker 1: I learned, and and this is something that that still 110 00:06:19,080 --> 00:06:23,279 Speaker 1: applies today, is that I needed to see why you 111 00:06:23,360 --> 00:06:26,160 Speaker 1: did something a specific way, not just how to do it, 112 00:06:26,200 --> 00:06:28,520 Speaker 1: but why it had to be done that way for 113 00:06:28,600 --> 00:06:31,880 Speaker 1: it to make sense to me, because without it making sense, 114 00:06:32,560 --> 00:06:35,680 Speaker 1: it was just it was just information and I couldn't 115 00:06:36,080 --> 00:06:39,919 Speaker 1: put it into context and it was ultimately meaningless to me. 116 00:06:41,200 --> 00:06:44,040 Speaker 1: So if you could, if you could explain a chemical 117 00:06:44,080 --> 00:06:47,080 Speaker 1: reaction to me and explain to me why the chemical 118 00:06:47,120 --> 00:06:50,400 Speaker 1: reaction happens the way it does, then it totally made sense. 119 00:06:50,400 --> 00:06:52,640 Speaker 1: But if you just gave me the you know you 120 00:06:53,000 --> 00:06:57,159 Speaker 1: acid base salt, uh, you know, and that was it it. 121 00:06:58,040 --> 00:07:01,200 Speaker 1: I could. I could regurgitate those facts, but it didn't. 122 00:07:01,480 --> 00:07:06,479 Speaker 1: There was no real comprehension there, right right. So really, 123 00:07:06,600 --> 00:07:12,800 Speaker 1: I think the technology in the classrooms question, UH. It's 124 00:07:12,800 --> 00:07:15,360 Speaker 1: a great tool, but what that really means is that 125 00:07:15,400 --> 00:07:20,920 Speaker 1: we have to focus on teaching students how to think. Yes, definitely, 126 00:07:20,960 --> 00:07:26,240 Speaker 1: so UM the uh the Sugar Learning System, which is 127 00:07:26,280 --> 00:07:31,840 Speaker 1: a operating system UM that is geared toward elementary school 128 00:07:31,840 --> 00:07:37,160 Speaker 1: students UM or primarily toward them ha ha. Primarily UM 129 00:07:37,200 --> 00:07:41,040 Speaker 1: basically is designed. It was designed for the one Laptop 130 00:07:41,080 --> 00:07:43,160 Speaker 1: per Child project, but it can be used on on 131 00:07:43,200 --> 00:07:45,600 Speaker 1: any computer. You can use a what they call it 132 00:07:45,640 --> 00:07:48,960 Speaker 1: sugar on a stick, which is a USB implementation of that. 133 00:07:49,720 --> 00:07:55,600 Speaker 1: It's also tasty rock candy. Rock candy is sugar on 134 00:07:55,640 --> 00:08:00,280 Speaker 1: a stick. Is tastes like silicon, um and and lead. 135 00:08:00,720 --> 00:08:03,560 Speaker 1: I wouldn't suggest silicon and lead. This tastes like sand 136 00:08:03,600 --> 00:08:09,560 Speaker 1: and blindness, yes, and rage. UM. Anyway, thanks a lot. 137 00:08:10,160 --> 00:08:13,120 Speaker 1: Basically the one of the things behind the operating system, 138 00:08:13,160 --> 00:08:15,920 Speaker 1: I mean, other than to be simple enough that people 139 00:08:16,040 --> 00:08:18,200 Speaker 1: speaking many languages can use it, A lot of it 140 00:08:18,280 --> 00:08:22,679 Speaker 1: is UH as visual and not necessarily language oriented, although 141 00:08:22,720 --> 00:08:27,040 Speaker 1: it has been localized in many instances. UM. One of 142 00:08:27,080 --> 00:08:31,200 Speaker 1: the benefits to this is that it teaches critical thinking UM. 143 00:08:31,480 --> 00:08:34,920 Speaker 1: And that's sort of unique, I think in the idea 144 00:08:34,960 --> 00:08:38,959 Speaker 1: of bringing technology into the classroom, because I mean, it's 145 00:08:39,000 --> 00:08:40,679 Speaker 1: one thing to drop a PC in front of somebody 146 00:08:40,679 --> 00:08:43,199 Speaker 1: and go, here you go, there's the Internet, that's everything, 147 00:08:44,200 --> 00:08:47,840 Speaker 1: and yeah, here's your diploma. Get the hell out. Honestly, 148 00:08:48,360 --> 00:08:52,480 Speaker 1: that's some people's approach, but ye, teaching teaching kids how 149 00:08:52,520 --> 00:08:56,400 Speaker 1: to think for themselves is UH is sort of unheard 150 00:08:56,400 --> 00:08:59,360 Speaker 1: of in some circles, you know, and it's, uh, it's 151 00:08:59,440 --> 00:09:01,760 Speaker 1: nice to see that that people are trying to take 152 00:09:01,760 --> 00:09:05,120 Speaker 1: that into account when they are developing technology, and uh, 153 00:09:05,160 --> 00:09:10,120 Speaker 1: you know, they're also recruiting people to make more applications 154 00:09:10,120 --> 00:09:12,520 Speaker 1: for the operating system and uh, you know it's a 155 00:09:12,520 --> 00:09:16,800 Speaker 1: it's a free and open source OS, so it really 156 00:09:17,120 --> 00:09:20,920 Speaker 1: gets many many people involved and tries to get the 157 00:09:20,920 --> 00:09:23,439 Speaker 1: the end user in this case, the students, to uh 158 00:09:23,600 --> 00:09:26,520 Speaker 1: to think for themselves. Yeah. And if you guys have 159 00:09:26,559 --> 00:09:28,200 Speaker 1: been listening to our show for a while, you know 160 00:09:28,240 --> 00:09:32,760 Speaker 1: that I've stressed critical thinking multiple times. And uh, and 161 00:09:32,880 --> 00:09:35,680 Speaker 1: that's something that I wish had been stressed to me 162 00:09:35,880 --> 00:09:40,400 Speaker 1: earlier in my educational experience. Um. By the time I 163 00:09:40,440 --> 00:09:42,720 Speaker 1: was starting to hear the term critical thinking, it was 164 00:09:42,800 --> 00:09:46,560 Speaker 1: pretty late in my high school. Uh. Well, I guess 165 00:09:46,600 --> 00:09:48,439 Speaker 1: it had to be junior senior year in high school. 166 00:09:48,440 --> 00:09:51,160 Speaker 1: And then of course I heard it throughout college. And uh, 167 00:09:51,440 --> 00:09:55,679 Speaker 1: critical thinking is really really important. It's it doesn't to me, 168 00:09:55,720 --> 00:09:58,080 Speaker 1: it doesn't really matter so much what tools you have 169 00:09:58,160 --> 00:10:01,080 Speaker 1: at your disposal as much as it as much as 170 00:10:01,160 --> 00:10:05,520 Speaker 1: learning to think critically. UM. Now, having great tools at 171 00:10:05,520 --> 00:10:09,800 Speaker 1: your disposal makes that both easier and I'm having a 172 00:10:09,880 --> 00:10:12,720 Speaker 1: zombie advance on me as I'm trying to do this. Uh. 173 00:10:13,240 --> 00:10:15,360 Speaker 1: But having the tools at your disposal makes critical thinking 174 00:10:15,440 --> 00:10:19,240 Speaker 1: easier to do, but it does not, you know, it's 175 00:10:19,280 --> 00:10:22,760 Speaker 1: not necessary. So in that sense, you could say, well, 176 00:10:22,800 --> 00:10:26,640 Speaker 1: technology revolutionized education. You could almost say no, because what 177 00:10:26,679 --> 00:10:29,959 Speaker 1: would revolutionize education is making sure that you're teaching students 178 00:10:29,960 --> 00:10:33,320 Speaker 1: how to think. But I think technology makes that easier. 179 00:10:33,320 --> 00:10:37,160 Speaker 1: It also makes it easier to engage students. Um. I 180 00:10:37,320 --> 00:10:39,280 Speaker 1: was talking about that learning assessment and I was talking 181 00:10:39,320 --> 00:10:42,400 Speaker 1: about my own way of of learning. Uh, I kind 182 00:10:42,400 --> 00:10:44,640 Speaker 1: of kind of lost the whole point of that. I 183 00:10:44,679 --> 00:10:46,920 Speaker 1: thought I introduced it, but I didn't really get at it. 184 00:10:47,120 --> 00:10:49,800 Speaker 1: But the point of that was to if you if 185 00:10:49,800 --> 00:10:52,880 Speaker 1: you have a classroom where each student has access to 186 00:10:53,400 --> 00:10:56,480 Speaker 1: a laptop computer. Let's say that's an example, and each 187 00:10:56,480 --> 00:11:01,040 Speaker 1: student takes a learning assessment test and and the uh, 188 00:11:01,120 --> 00:11:03,600 Speaker 1: the program determines the best way for that student to 189 00:11:03,679 --> 00:11:08,280 Speaker 1: learn in theory. If you are using an electronic syllabus, 190 00:11:08,520 --> 00:11:13,720 Speaker 1: Let's say a teacher could present a certain class a 191 00:11:13,840 --> 00:11:18,080 Speaker 1: lesson and then all the materials that related to that 192 00:11:18,160 --> 00:11:21,640 Speaker 1: lesson would be filtered to the student through the laptop 193 00:11:21,840 --> 00:11:25,200 Speaker 1: in the method that was the most effective method for 194 00:11:25,240 --> 00:11:28,400 Speaker 1: that student to learn in it's feasible, which is to 195 00:11:28,559 --> 00:11:31,720 Speaker 1: me mind blowing. You have to remember, when we went 196 00:11:31,760 --> 00:11:36,439 Speaker 1: to school, the way you learned really ultimately didn't matter 197 00:11:36,480 --> 00:11:39,920 Speaker 1: because the person saying next to you did not necessarily 198 00:11:40,000 --> 00:11:42,840 Speaker 1: learn that same way, and the teacher did not necessarily 199 00:11:42,880 --> 00:11:45,559 Speaker 1: teach in that way. So you had to try and 200 00:11:45,600 --> 00:11:49,080 Speaker 1: adjust your learning, uh, your learning preference to the way 201 00:11:49,120 --> 00:11:52,480 Speaker 1: the teacher taught. You know, the teacher could not. The 202 00:11:52,600 --> 00:11:55,720 Speaker 1: teachers are just in they're not able to teach in 203 00:11:55,720 --> 00:12:00,240 Speaker 1: a way that's going to hit every student effectively. It's impossible. 204 00:12:00,559 --> 00:12:04,240 Speaker 1: It's not that the teachers are it's not impossible, but 205 00:12:04,280 --> 00:12:06,800 Speaker 1: you would really need group students into groups who of 206 00:12:06,960 --> 00:12:10,000 Speaker 1: similar learning styles to make it work. Based upon being 207 00:12:10,040 --> 00:12:13,080 Speaker 1: based upon our resources, okay, based upon the number of 208 00:12:13,120 --> 00:12:17,360 Speaker 1: teachers compared to the number of students. It's impossible because 209 00:12:17,679 --> 00:12:20,640 Speaker 1: we don't have enough teachers and enough space to group 210 00:12:20,720 --> 00:12:23,960 Speaker 1: students in class sizes small enough for that to be 211 00:12:24,120 --> 00:12:28,240 Speaker 1: an effective approach, at least not not across the entire country. 212 00:12:28,240 --> 00:12:30,520 Speaker 1: In some school districts that may be possible and that 213 00:12:30,679 --> 00:12:33,560 Speaker 1: is amazing and wonderful and uh, you know I and 214 00:12:33,600 --> 00:12:36,000 Speaker 1: I'm also I want to stress I am the son 215 00:12:36,120 --> 00:12:39,959 Speaker 1: of two teachers. I want to stress that I respect teachers. 216 00:12:41,120 --> 00:12:45,040 Speaker 1: There are no words to express how how how gratified 217 00:12:45,080 --> 00:12:50,200 Speaker 1: I am towards them. But they they they're fighting a 218 00:12:50,240 --> 00:12:53,040 Speaker 1: losing battle when it comes to trying to teach and 219 00:12:53,200 --> 00:12:57,360 Speaker 1: engage every student. It's just not gonna happen. Technology helps 220 00:12:57,400 --> 00:13:01,480 Speaker 1: that makes that a little less difficult. I'm not going 221 00:13:01,520 --> 00:13:03,599 Speaker 1: to say that with technology we're suddenly going to have 222 00:13:03,640 --> 00:13:06,400 Speaker 1: a nation of engage students, every single one of whom 223 00:13:06,559 --> 00:13:10,160 Speaker 1: is eager and willing to learn at every day at school. 224 00:13:10,760 --> 00:13:13,400 Speaker 1: But it makes it easier because if you can determine 225 00:13:13,440 --> 00:13:17,200 Speaker 1: that each student's learning style, and if you can taylor 226 00:13:17,240 --> 00:13:21,640 Speaker 1: the lessons electronically so that the student has the best 227 00:13:21,720 --> 00:13:25,520 Speaker 1: chance of grasping a concept, understanding it, and being able 228 00:13:25,559 --> 00:13:31,120 Speaker 1: to apply it, then it makes engaging that student much easier. Yes, 229 00:13:31,320 --> 00:13:33,720 Speaker 1: I think a lot of students would be engaged if 230 00:13:33,760 --> 00:13:37,920 Speaker 1: they felt I didn't feel like they were not getting it, 231 00:13:38,559 --> 00:13:41,720 Speaker 1: you know. And of course, you know, if you could, 232 00:13:41,760 --> 00:13:46,320 Speaker 1: if you could teach every student to his or her 233 00:13:46,640 --> 00:13:50,400 Speaker 1: particular style. I think you would have fewer board students 234 00:13:50,400 --> 00:13:52,960 Speaker 1: in class, you would have more engagement overall. It would 235 00:13:52,960 --> 00:13:56,280 Speaker 1: be it would be a really amazing I think it's 236 00:13:56,440 --> 00:14:00,720 Speaker 1: a really amazing outcome from that. I was just going 237 00:14:00,760 --> 00:14:05,079 Speaker 1: to mention too, if you're interested in learning your learning style. UM. 238 00:14:05,120 --> 00:14:07,760 Speaker 1: I wasn't long ago that one of my professors in 239 00:14:07,880 --> 00:14:13,240 Speaker 1: my graduate school studies suggested the VARC Learning Assessment, which 240 00:14:13,280 --> 00:14:16,120 Speaker 1: is really neat and free um AT and you can 241 00:14:16,120 --> 00:14:19,680 Speaker 1: find that at v A r K VARC dash learn 242 00:14:20,040 --> 00:14:24,280 Speaker 1: dot com. So you know, if you're you're if you're curious, 243 00:14:24,280 --> 00:14:27,240 Speaker 1: there's a quick questionnaire um takes just a few minutes 244 00:14:27,240 --> 00:14:29,800 Speaker 1: to fill out, and you can find out how you learn, 245 00:14:29,920 --> 00:14:33,880 Speaker 1: which actually may affect the way you use technology to learn, 246 00:14:33,880 --> 00:14:36,920 Speaker 1: because maybe you can find you know, once you've identified 247 00:14:36,960 --> 00:14:40,080 Speaker 1: these things, they'll probably seem sort of self evident. You'll go, oh, yeah, 248 00:14:40,120 --> 00:14:42,520 Speaker 1: well I knew that. But you know, it's nice to 249 00:14:42,520 --> 00:14:44,680 Speaker 1: to kind of have somebody go, okay, well, based on 250 00:14:44,720 --> 00:14:48,160 Speaker 1: what you've told us, this is what we think. Uh, 251 00:14:48,200 --> 00:14:50,520 Speaker 1: you know, it could be useful and and for some 252 00:14:50,560 --> 00:14:53,720 Speaker 1: people it's all about getting hands on experience with something. 253 00:14:53,800 --> 00:14:58,920 Speaker 1: For others it's you know, hearing it all intellectualized. It 254 00:14:58,920 --> 00:15:02,080 Speaker 1: depends from one person into the next. Some people tend 255 00:15:02,120 --> 00:15:03,960 Speaker 1: to be really good at all of them and I 256 00:15:04,080 --> 00:15:08,440 Speaker 1: hate them. Well unless you listen to tech stuff. Well, 257 00:15:08,480 --> 00:15:11,520 Speaker 1: some people are self directed to yeah, uh, you know, 258 00:15:11,560 --> 00:15:14,520 Speaker 1: others need the teacher or professor to you know, go 259 00:15:14,600 --> 00:15:17,640 Speaker 1: through its step by step. Um. For me, I think 260 00:15:17,640 --> 00:15:21,200 Speaker 1: it sort of depends on the topic. Yeah. For example, Uh, 261 00:15:21,360 --> 00:15:25,160 Speaker 1: in in symbolic logic, I found that I could direct 262 00:15:25,200 --> 00:15:28,320 Speaker 1: myself so effectively that I would attend class two days 263 00:15:28,320 --> 00:15:33,440 Speaker 1: out of five and I aced it. But in other classes, Uh, 264 00:15:33,560 --> 00:15:36,240 Speaker 1: that was certainly not the case. So it's not like 265 00:15:36,280 --> 00:15:38,480 Speaker 1: I was some sort of genius. It was just that, 266 00:15:39,000 --> 00:15:42,040 Speaker 1: for whatever reason, symbolic logic was one of those things 267 00:15:42,040 --> 00:15:47,200 Speaker 1: that just clicked. Um. But you know that's again with 268 00:15:47,200 --> 00:15:50,240 Speaker 1: with the technology, we can identify that at least have 269 00:15:50,320 --> 00:15:54,080 Speaker 1: the potential to identify that early on with students and 270 00:15:54,720 --> 00:16:01,160 Speaker 1: hopefully maximize each student's potential to to learn. Um. And 271 00:16:01,440 --> 00:16:06,280 Speaker 1: there's some other ways that technology really could revolutionize education. Uh. 272 00:16:06,360 --> 00:16:09,640 Speaker 1: Here's here's just a simple example is consider a social 273 00:16:09,640 --> 00:16:13,920 Speaker 1: studies course or a geography course, and then think of 274 00:16:14,120 --> 00:16:17,960 Speaker 1: a virtual globe program and I'm just gonna use Google 275 00:16:18,000 --> 00:16:20,080 Speaker 1: Earth as the example because it's the one and the 276 00:16:20,120 --> 00:16:23,400 Speaker 1: most familiar with all right now, Google Earth allows you 277 00:16:23,440 --> 00:16:28,280 Speaker 1: to apply various layers to the the globe, the virtual 278 00:16:28,280 --> 00:16:32,960 Speaker 1: globe you're looking at, which can be helpful in dozens 279 00:16:33,040 --> 00:16:37,600 Speaker 1: or hundreds of different applications in an educational format. So 280 00:16:38,240 --> 00:16:42,520 Speaker 1: theoretically you could create a version of Google Earth that 281 00:16:42,560 --> 00:16:47,600 Speaker 1: would show you what the civilizations look like in medieval Europe, 282 00:16:48,440 --> 00:16:51,040 Speaker 1: so you could see things like the size of Paris 283 00:16:51,160 --> 00:16:54,400 Speaker 1: compared to the size of London and uh and and 284 00:16:54,480 --> 00:16:59,360 Speaker 1: see like how far widespread certain civilizations were, and even 285 00:16:59,600 --> 00:17:03,240 Speaker 1: in core break things like multimedia and movies, so that 286 00:17:03,360 --> 00:17:06,879 Speaker 1: if you want to explore a particular concept even further, 287 00:17:07,240 --> 00:17:10,400 Speaker 1: it'd be easy enough to do that. With modern day geography. 288 00:17:10,520 --> 00:17:15,720 Speaker 1: You could show how how borders have shifted over you know, 289 00:17:15,800 --> 00:17:18,600 Speaker 1: as little as a decade ago, how how borders have shifted, 290 00:17:19,240 --> 00:17:22,399 Speaker 1: And you can even show things like through pictures and 291 00:17:22,520 --> 00:17:26,840 Speaker 1: video and that sort of thing, um, the conditions of 292 00:17:26,880 --> 00:17:30,840 Speaker 1: that particular region, the people who live there, the kind 293 00:17:30,880 --> 00:17:34,159 Speaker 1: of lives they lead, which I think would lead to 294 00:17:34,320 --> 00:17:38,080 Speaker 1: a much deeper understanding of various cultures and regions throughout 295 00:17:38,080 --> 00:17:40,840 Speaker 1: the world. In my experience, we got all that by 296 00:17:40,880 --> 00:17:45,680 Speaker 1: reading from a textbook. But words on a page, don't 297 00:17:45,960 --> 00:17:47,560 Speaker 1: you know. Of course they always say a pictures worth 298 00:17:47,560 --> 00:17:49,800 Speaker 1: a thousand words. Words on a page don't have the 299 00:17:49,840 --> 00:17:54,399 Speaker 1: same impact as seeing this stuff. Uh, if not in person, 300 00:17:54,480 --> 00:17:59,320 Speaker 1: then at least through video and things like that. So 301 00:18:00,160 --> 00:18:03,159 Speaker 1: when I think about the potential of using technology to 302 00:18:03,400 --> 00:18:07,440 Speaker 1: relate something along those lines, I think it really is revolutionary. 303 00:18:07,480 --> 00:18:11,320 Speaker 1: It just requires a teacher with the savvy and approach 304 00:18:11,920 --> 00:18:15,560 Speaker 1: to to use it at its most effective level for 305 00:18:15,640 --> 00:18:19,320 Speaker 1: it to become a reality. Well, I mean, speaking of textbooks. 306 00:18:19,359 --> 00:18:22,080 Speaker 1: One of the that's one of the advantages um of 307 00:18:22,160 --> 00:18:24,920 Speaker 1: having something like a virtual book or an e book, 308 00:18:24,960 --> 00:18:28,440 Speaker 1: if you have the right um device that you can 309 00:18:28,480 --> 00:18:31,240 Speaker 1: read it on where you can embed different kinds of 310 00:18:31,280 --> 00:18:34,919 Speaker 1: technology in the page. You could actually see a video 311 00:18:35,000 --> 00:18:38,480 Speaker 1: of you know, the people being discussed, um, you know, 312 00:18:38,640 --> 00:18:41,880 Speaker 1: or or see pictures of them. Um. You might even 313 00:18:41,920 --> 00:18:44,400 Speaker 1: be able to if it were connected to the internet, 314 00:18:44,440 --> 00:18:48,200 Speaker 1: you know, get an update based on you know, what's 315 00:18:48,240 --> 00:18:50,760 Speaker 1: going on. And this is the way people looked, you know, 316 00:18:50,800 --> 00:18:52,840 Speaker 1: in this region fifty years ago, this is the way 317 00:18:52,840 --> 00:18:56,679 Speaker 1: they are now. Um. And that that's one ability that 318 00:18:56,760 --> 00:19:00,800 Speaker 1: the web has that you know, the uh, the World 319 00:19:00,800 --> 00:19:04,280 Speaker 1: Book Yearbook in nineteen sixty six, didn't. Um. You know 320 00:19:04,600 --> 00:19:07,240 Speaker 1: when back back when, back when I was a kid, 321 00:19:07,840 --> 00:19:11,080 Speaker 1: we were using primarily paper encyclopedias. You know, you'd have 322 00:19:11,160 --> 00:19:14,240 Speaker 1: the honestly, you'd have the encyclopedia salesperson coming door to 323 00:19:14,320 --> 00:19:16,720 Speaker 1: door trying to sell you a set of books or 324 00:19:16,760 --> 00:19:18,480 Speaker 1: your parents really a set of books. And the thing 325 00:19:18,560 --> 00:19:20,920 Speaker 1: is you were expected to buy a yearbook every year 326 00:19:21,480 --> 00:19:25,600 Speaker 1: to give you updates. But you know, frankly, you know 327 00:19:25,680 --> 00:19:27,919 Speaker 1: once you had a set of encyclopedias and it was 328 00:19:27,960 --> 00:19:30,400 Speaker 1: from nineteen seventy two, you know, for your older brother 329 00:19:30,480 --> 00:19:34,000 Speaker 1: or sister. You know, it's not it's ninety eight. And 330 00:19:34,040 --> 00:19:35,639 Speaker 1: while I mean this stuff is six years old. And 331 00:19:35,640 --> 00:19:37,600 Speaker 1: then you know, you get in the middle school in 332 00:19:38,400 --> 00:19:40,800 Speaker 1: four and you go, man, this thing is getting pretty ancient. 333 00:19:41,119 --> 00:19:43,600 Speaker 1: It's pretty outdated information. Now you can go online to 334 00:19:43,680 --> 00:19:48,120 Speaker 1: the web, um and find a pretty good resources. I mean, 335 00:19:48,119 --> 00:19:50,679 Speaker 1: you can go to Britannica dot com and get you know, 336 00:19:50,840 --> 00:19:55,600 Speaker 1: fairly recent you know, articles about virtually anything, and uh, 337 00:19:55,640 --> 00:19:59,160 Speaker 1: it's you You can be pretty well assured that these 338 00:19:59,200 --> 00:20:02,080 Speaker 1: are scholarly resources that have been researched by somebody who 339 00:20:02,320 --> 00:20:05,640 Speaker 1: knows what they're doing. And uh, and it's and it's 340 00:20:05,680 --> 00:20:07,760 Speaker 1: recent and you don't have to worry about whether or 341 00:20:07,800 --> 00:20:12,920 Speaker 1: not you're teacher is gonna give you a lecture about 342 00:20:13,040 --> 00:20:15,160 Speaker 1: Come on, can't you find something newer than this? Yeah, 343 00:20:15,240 --> 00:20:20,879 Speaker 1: and technology is certainly revolutionized access to information to the 344 00:20:20,920 --> 00:20:26,479 Speaker 1: point where now the problem isn't finding information about the 345 00:20:26,480 --> 00:20:30,439 Speaker 1: topic you want to study, it's filtering that information in 346 00:20:30,480 --> 00:20:32,960 Speaker 1: such a way that it's meaningful. But we'll we'll talk 347 00:20:33,000 --> 00:20:36,119 Speaker 1: about that. We've got a plan for a future podcast. Specifically, 348 00:20:36,400 --> 00:20:40,880 Speaker 1: this was actually a listener request to specifically address how 349 00:20:40,960 --> 00:20:45,600 Speaker 1: to use the web and the internet to research topics 350 00:20:45,640 --> 00:20:48,359 Speaker 1: in an effective manner. But that is certainly one of 351 00:20:48,400 --> 00:20:51,440 Speaker 1: the ways that technology has been in the process of 352 00:20:51,680 --> 00:20:55,480 Speaker 1: revolutionizing education. Well certainly, UM, you know, when you have 353 00:20:55,680 --> 00:20:59,080 Speaker 1: a school media center and it's really got limited size 354 00:20:59,400 --> 00:21:03,560 Speaker 1: and limited financial resources behind it, um, having an opportunity 355 00:21:03,640 --> 00:21:06,240 Speaker 1: to be on something like here in Georgia, we've got Galileo, 356 00:21:06,320 --> 00:21:09,040 Speaker 1: which is part of the University system of Georgia, and 357 00:21:09,080 --> 00:21:13,720 Speaker 1: it's got access to thousands of different scholarly resources. Puer 358 00:21:13,880 --> 00:21:17,920 Speaker 1: viewed articles, um, other kinds of information that you wouldn't 359 00:21:18,000 --> 00:21:21,639 Speaker 1: physically be able to house or afford by the school 360 00:21:21,640 --> 00:21:25,040 Speaker 1: itself or even the school system. It's an invaluable resource, 361 00:21:25,080 --> 00:21:27,280 Speaker 1: you know, things like that. It's something that we hear 362 00:21:27,320 --> 00:21:29,800 Speaker 1: at at how stuff works use quite often because it 363 00:21:29,840 --> 00:21:34,040 Speaker 1: allows us to access scholarly journals that otherwise we would 364 00:21:34,040 --> 00:21:36,520 Speaker 1: have to have, you know, we'd have to have two 365 00:21:36,640 --> 00:21:40,400 Speaker 1: hundred subscriptions and where do we put all that stuff 366 00:21:40,640 --> 00:21:45,320 Speaker 1: once we get it? Yeah? UM, that tool has really 367 00:21:45,560 --> 00:21:51,280 Speaker 1: made research much easier and um far more effective than 368 00:21:51,480 --> 00:21:53,800 Speaker 1: um than before. I mean before you pretty much had 369 00:21:53,840 --> 00:21:57,520 Speaker 1: to you know, just hope that whatever you had was 370 00:21:57,600 --> 00:22:01,040 Speaker 1: adequate to the task at hand. Well that's uh that 371 00:22:01,240 --> 00:22:03,760 Speaker 1: one benefit two of of a system like that, and 372 00:22:03,800 --> 00:22:07,840 Speaker 1: I'm sure they're probably uh comparable resources in many you know, 373 00:22:07,880 --> 00:22:09,640 Speaker 1: many of the states in the United States and probably 374 00:22:09,680 --> 00:22:13,640 Speaker 1: elsewhere around the world. Um is uh is the ability 375 00:22:13,680 --> 00:22:17,080 Speaker 1: for somebody to a student to access that in their 376 00:22:17,119 --> 00:22:19,600 Speaker 1: school media center and then go home or go to 377 00:22:19,680 --> 00:22:23,639 Speaker 1: their public library nearby and get access to that. If 378 00:22:23,680 --> 00:22:26,199 Speaker 1: they have an Internet connection and a computer available to them, 379 00:22:26,200 --> 00:22:28,679 Speaker 1: They're going to be familiar with the system already. And 380 00:22:28,720 --> 00:22:30,800 Speaker 1: it's not where they have to learn two or three 381 00:22:30,840 --> 00:22:35,160 Speaker 1: separate systems. They're already acquainted with it and there there 382 00:22:35,240 --> 00:22:37,840 Speaker 1: should be comfortable with it. Of course, it requires a 383 00:22:37,840 --> 00:22:41,359 Speaker 1: certain level of information literacy and training, which is also 384 00:22:41,520 --> 00:22:45,560 Speaker 1: part of you know, having the the teachers and media 385 00:22:45,640 --> 00:22:49,879 Speaker 1: specialists having the time and um in some cases know 386 00:22:49,920 --> 00:22:52,399 Speaker 1: how to explain what's going on to them. Yeah. Really, 387 00:22:52,600 --> 00:22:55,760 Speaker 1: what's required there's a support system for the educators so 388 00:22:55,800 --> 00:22:59,280 Speaker 1: that they themselves can not only know how to use 389 00:22:59,280 --> 00:23:00,879 Speaker 1: the tools, but how to use the tools in the 390 00:23:00,920 --> 00:23:03,560 Speaker 1: most effective manner. Because we you know, I've talked a 391 00:23:03,600 --> 00:23:06,440 Speaker 1: lot about how teachers need to be able to explain 392 00:23:06,480 --> 00:23:08,760 Speaker 1: to students how to use these tools. That means that 393 00:23:08,760 --> 00:23:11,840 Speaker 1: the teachers need to learn it too. And and some 394 00:23:11,960 --> 00:23:14,880 Speaker 1: teachers are going to find that more challenging than others 395 00:23:14,960 --> 00:23:18,560 Speaker 1: because this is a completely new way to them. Um. 396 00:23:18,600 --> 00:23:21,399 Speaker 1: And often a lot of our school systems don't have 397 00:23:21,480 --> 00:23:25,479 Speaker 1: the real they don't give the teachers the resources they 398 00:23:25,520 --> 00:23:28,840 Speaker 1: need to increase their skill sets in such a way 399 00:23:28,840 --> 00:23:32,600 Speaker 1: that's meaningful. Yeah, and again, you know, my heart goes 400 00:23:32,600 --> 00:23:35,440 Speaker 1: out to all the teachers out there. But yes, sometimes 401 00:23:35,760 --> 00:23:38,920 Speaker 1: sometimes they're really fighting against the system in order to 402 00:23:39,000 --> 00:23:42,920 Speaker 1: get the tools they need to do a good job. Yeah, 403 00:23:43,000 --> 00:23:44,680 Speaker 1: this is going to be sad to many of our 404 00:23:44,720 --> 00:23:47,000 Speaker 1: younger listeners who are still in school. But yeah, once 405 00:23:47,040 --> 00:23:49,280 Speaker 1: you once you get out of college with your degree, 406 00:23:49,400 --> 00:23:52,280 Speaker 1: you will probably be engaging in some sort of professional 407 00:23:52,320 --> 00:23:55,280 Speaker 1: development for the entirety of your career, especially if you 408 00:23:55,280 --> 00:23:59,600 Speaker 1: are passionate about passionate about your job, like so many 409 00:23:59,600 --> 00:24:02,679 Speaker 1: of the educators with whom I have worked over the years. 410 00:24:02,960 --> 00:24:06,560 Speaker 1: I mean that goes to things that you you know, 411 00:24:06,720 --> 00:24:09,680 Speaker 1: stuff that you wouldn't necessarily think would be applicable, even 412 00:24:09,720 --> 00:24:12,439 Speaker 1: if you're just you know, you're just even if you 413 00:24:12,480 --> 00:24:14,960 Speaker 1: decide to go into say, uh, you know, white collar 414 00:24:15,680 --> 00:24:18,840 Speaker 1: office environment, I mean you have systems change all the time. 415 00:24:18,920 --> 00:24:25,080 Speaker 1: So without that literacy, that technological literacy, uh, those changes 416 00:24:25,119 --> 00:24:28,280 Speaker 1: can be really, really tough. Even with that literacy, they 417 00:24:28,280 --> 00:24:30,600 Speaker 1: can be challenging. Because I can tell you, as someone 418 00:24:30,640 --> 00:24:35,479 Speaker 1: who has experienced multiple upgrades over the course of my 419 00:24:35,600 --> 00:24:39,639 Speaker 1: professional career, Even as someone who knows how computers work 420 00:24:39,720 --> 00:24:43,480 Speaker 1: and I'm familiar with different UIs and all that kind 421 00:24:43,520 --> 00:24:47,440 Speaker 1: of stuff, even I find it challenging whenever there's a 422 00:24:47,800 --> 00:24:51,760 Speaker 1: significant change. Um, I'm reminded of when the last time 423 00:24:51,800 --> 00:24:56,159 Speaker 1: we updated our word processor and I was crying because 424 00:24:56,240 --> 00:24:59,200 Speaker 1: all the things that I used were in different places. Now, 425 00:25:00,160 --> 00:25:04,600 Speaker 1: why do you do that? Microsoft? I'm looking at you, 426 00:25:05,920 --> 00:25:08,280 Speaker 1: not to call you out, Microsoft, but seriously, when you 427 00:25:08,400 --> 00:25:11,440 Speaker 1: upgrade your your systems, why do you have to rearrange 428 00:25:11,440 --> 00:25:13,760 Speaker 1: where everything is? I think if you say the name 429 00:25:13,760 --> 00:25:18,520 Speaker 1: of the developer twice, you're probably calling them out? What Microsoft? 430 00:25:19,560 --> 00:25:22,600 Speaker 1: Three times? So anyhow, well, I'm sure that if I 431 00:25:22,640 --> 00:25:24,960 Speaker 1: were using some other system, like if I were the 432 00:25:25,000 --> 00:25:27,560 Speaker 1: same thing is true for others as well. I remember 433 00:25:28,119 --> 00:25:32,480 Speaker 1: distinctly upgrading from I think it was word Perfect four 434 00:25:32,520 --> 00:25:34,960 Speaker 1: point two to word Perfect fight point one and thinking, 435 00:25:35,280 --> 00:25:40,360 Speaker 1: what did you do? I can't find anything anymore? Yea, 436 00:25:40,640 --> 00:25:44,600 Speaker 1: my all my shortcuts don't work anymore. Yeah, and that's 437 00:25:44,600 --> 00:25:49,400 Speaker 1: an argument for UI designed. So when we were talking 438 00:25:49,440 --> 00:25:53,439 Speaker 1: about the Classroom of the Future and the previous previous 439 00:25:53,480 --> 00:25:56,560 Speaker 1: podcasts we were, I mentioned the study that we ran 440 00:25:56,600 --> 00:26:00,920 Speaker 1: across in dirsh Biegel, in which they the German research searchers, 441 00:26:00,960 --> 00:26:04,000 Speaker 1: had assumed that the students were comfortable. They had grown 442 00:26:04,040 --> 00:26:06,199 Speaker 1: up with the Internet, so you know, they knew the 443 00:26:06,200 --> 00:26:07,840 Speaker 1: ins and outs and they were going to use it 444 00:26:07,880 --> 00:26:10,920 Speaker 1: for everything they ever did, and it turned out they didn't. Um, 445 00:26:10,960 --> 00:26:13,600 Speaker 1: But I do think basically they to sum it up, 446 00:26:13,640 --> 00:26:17,159 Speaker 1: if you haven't listened to it, they the kids music 447 00:26:17,200 --> 00:26:20,200 Speaker 1: for entertainment purposes, chatting, keeping up with their friends. They're 448 00:26:20,320 --> 00:26:23,159 Speaker 1: very good at using it for specific purposes. But beyond 449 00:26:23,280 --> 00:26:27,800 Speaker 1: that very or a relatively narrow range of uses, they 450 00:26:27,880 --> 00:26:31,320 Speaker 1: were not as effective. And they're not necessarily information or 451 00:26:31,359 --> 00:26:34,920 Speaker 1: Internet literate as far as going to find research and 452 00:26:35,520 --> 00:26:37,879 Speaker 1: you know, really knowing how to use the Internet. But 453 00:26:37,960 --> 00:26:41,840 Speaker 1: I do think that in that case, um, they would 454 00:26:41,880 --> 00:26:44,199 Speaker 1: probably be at least more familiar, Like if they were 455 00:26:44,240 --> 00:26:50,000 Speaker 1: asked to switch from say Windows seven to Katie Lennox, 456 00:26:50,119 --> 00:26:53,160 Speaker 1: they would probably be able to get around more so 457 00:26:53,240 --> 00:26:56,240 Speaker 1: than somebody who was just getting into computers for the 458 00:26:56,320 --> 00:26:58,320 Speaker 1: very first time as an adult. And I know a 459 00:26:58,359 --> 00:27:00,960 Speaker 1: lot of adults who are extremely comfortable with it, but 460 00:27:01,000 --> 00:27:03,560 Speaker 1: there are some and there are some kids who look 461 00:27:03,560 --> 00:27:05,240 Speaker 1: at a computer and say, you know, that's just not 462 00:27:05,280 --> 00:27:07,800 Speaker 1: for me. I'm not comfortable with that. I really don't 463 00:27:07,800 --> 00:27:10,439 Speaker 1: want to mess with it. So I mean, you have 464 00:27:10,520 --> 00:27:12,320 Speaker 1: to have people who are are trained in it. You 465 00:27:12,359 --> 00:27:14,320 Speaker 1: have to have people who are comfortable with the technology 466 00:27:14,400 --> 00:27:16,360 Speaker 1: for it to really make a difference in the express room. 467 00:27:16,760 --> 00:27:19,800 Speaker 1: So yeah, there is an amazing potential for technology to 468 00:27:20,040 --> 00:27:24,560 Speaker 1: really impact education, but ultimately it just boils down to 469 00:27:24,640 --> 00:27:27,120 Speaker 1: the people, you know, And I mean that's no real 470 00:27:27,200 --> 00:27:30,199 Speaker 1: big surprise. I mean it can be a surprise if 471 00:27:30,240 --> 00:27:33,800 Speaker 1: you're one of those technologists, a futurist who who looks 472 00:27:33,800 --> 00:27:35,800 Speaker 1: ahead and says, look at the amazing tools they'll be 473 00:27:35,800 --> 00:27:39,800 Speaker 1: at our disposal, because that they often will presuppose that 474 00:27:39,840 --> 00:27:42,920 Speaker 1: we will be adept at using them. Um, turns out 475 00:27:43,040 --> 00:27:47,440 Speaker 1: people are a little more complicated than that. So we 476 00:27:47,840 --> 00:27:51,440 Speaker 1: I I fall into the cautiously optimistic camp and that 477 00:27:51,600 --> 00:27:55,000 Speaker 1: I definitely see the potential for for technology to help 478 00:27:55,080 --> 00:28:00,280 Speaker 1: and I am hoping that it does. Uh. So I'm 479 00:28:00,320 --> 00:28:04,800 Speaker 1: going to concentrate on that. Okay, then sounds fair to me. Okay, Well, 480 00:28:04,800 --> 00:28:08,479 Speaker 1: that was a good discussion about technology and education. We 481 00:28:08,560 --> 00:28:11,960 Speaker 1: do have one other one plan specifically looking at the 482 00:28:12,000 --> 00:28:15,200 Speaker 1: way to conduct research online and the most effective uh 483 00:28:15,320 --> 00:28:17,800 Speaker 1: kind of skills that you can develop an end uh 484 00:28:18,400 --> 00:28:21,399 Speaker 1: and some tips for you guys out there if you 485 00:28:21,480 --> 00:28:25,440 Speaker 1: are needing to research something specific, UH, what's the best 486 00:28:25,440 --> 00:28:27,200 Speaker 1: way of going about it that will be coming up 487 00:28:27,320 --> 00:28:30,560 Speaker 1: in a future podcast. So if you guys have any 488 00:28:30,600 --> 00:28:36,080 Speaker 1: other questions about education and technology, or just other technology 489 00:28:36,160 --> 00:28:38,640 Speaker 1: topics in general, you can write us. Our email actress 490 00:28:38,760 --> 00:28:41,880 Speaker 1: is tech Stuff at how stuff works dot com Chris 491 00:28:41,880 --> 00:28:47,880 Speaker 1: and I will talk to you again really soon if 492 00:28:47,880 --> 00:28:49,719 Speaker 1: you're a tech stuff and be sure to check us 493 00:28:49,720 --> 00:28:53,520 Speaker 1: out on Twitter tech Stuff hs WSR handle and you 494 00:28:53,560 --> 00:28:56,479 Speaker 1: can also find us on Facebook at Facebook dot com 495 00:28:56,520 --> 00:29:00,560 Speaker 1: slash tech Stuff h s W or more on this 496 00:29:00,720 --> 00:29:04,080 Speaker 1: and thousands of other topics becausit how stuff works dot com, 497 00:29:04,120 --> 00:29:05,840 Speaker 1: and be sure to check out the new tech Stuff 498 00:29:05,880 --> 00:29:13,320 Speaker 1: blog now on the how Stuff Works homepage, brought to 499 00:29:13,360 --> 00:29:16,440 Speaker 1: you by the reinvented two thousand twelve camera. It's ready 500 00:29:16,640 --> 00:29:17,120 Speaker 1: for you.