The Difference Between “Neat” and “Deep”

cc licensed flickr photo shared by Eleaf

There has been a lot of debate on the merit of things like the Khan Academy (interesting comments in the linked post) and the idea delivering lecture style through a video format. I believe that if this is the only thing we are doing with technology, we need to look at other ways this time can be spent to serve our kids. Creating things like a “Voki” with your students is something that is neat, but it is not enough. What is the purpose and long term objective of creating a character using this tool? What are you doing with it? How is this improving the learning environment of the student? Is this only a “step” in a long term goal? These are questions that need to be asked.

We have to move from “neat” to “deep”. Neat can be the start and the initial engagement from students is definitely important (we all want to do things that we enjoy) but how will we move forward? As we see all of these tools come our way, it is sometimes imperative that we narrow them, so that we can deeper with what we have.

Something that I have recently seen that I thought was powerful was the Daily Shoot Twitter account (thanks Alec!) that gives a challenge of a photo to take daily. People from all over the world will upload their images based on the short criteria that is outlined within 140 characters. The question does not need to be extremely long to be effective. Here is the challenge for today:

2011/04/19: Illustrate connection in a photograph today. #ds520

A definite open ended assignment that is up for a lot of interpretation, yet will inspire some creativity. (Check out the difference between this picture and this one, still meeting the requirements of the question.)

As educators, instead of using technology to lecture in a different way and share information, maybe we take the cue from Daily Shoot and ask questions of our students, so that they can create their own content. Educators are asking more questions of their students and inspiring them to be creative. This sound pedagogical practice is something that we need to shift into our digital environment as we cannot only inspire and develop our own students, but kids all around the world.

If we are going to effectively use technology in our classrooms, we need to ask more questions, and give fewer answers. Our students need the opportunity to create this powerful and deep content. Neat is not enough.

Susan

Agreed – there is a danger of becoming addicted to the 'cutesy' tools that abound. The critical and creative elements are important. Serendipitously, I had commented on the first Flickr pic you referenced ! I'm thoroughly enjoying the Daily Shoot, comparing the perspectives, interpretations, styles etc. while originally I'd just dismissed Flickr as being simply another photo sharing site. It takes time to explore different cloud apps and teachers are time challenged, therefore an inherent danger is only possessing a surface knowledge of either the power or deficiencies of any 'tool'. We need to criitcally evaluate before attaching our students to any bandwagon.
brock

you need knowledge to be creative. creativity without a basic understanding of principles is more detrimental than progressive. in my opinion classrooms are for facts and "tests" are for gauging how efficiently student have absorbed the facts and how creatively they can apply the facts. asking educated questions to uneducated folks does not progress a society and certainly speaks nothing toward their actual intellectual capacity. as a scientific researcher, watching young scientists waste time and resources on 'creative-ideas' that are trivial if they had a better knowledge base is very disturbing. I am sure this extends beyond the sciences – where building ideas and progress is completely dependent on raw hardcore facts. finally, you don't get a PhD by graduating from high school and you can't make a race horse out of a donkey.
- georgecouros
  
  Thanks Brock…I think it is essential that knowledge is built before our students can create. We can't just ask the question, without knowing they have some knowledge to build upon in the first place.
Peg

Good stuff. We should do the same with colleagues to keep ourselves practicing what we are asking. And kids see us as learners and cocollaborators.
http://tlc007.blogspot.com Tim Johnson

Good post, George. I get caught up in teaching the fun a "neat" tools with hopes of seeing more use in the classroom. I do hope however that teachers get beyond the "neatness" of the new tools an ddig deeper. I like the daily shoot idea. I received a tweet from @bitofageek relating to story writing bye 5 flickr photos. bit.ly/eQWAiD This is also a great way to dig deeper and use critical thinking skills to create a story. Thanks for your post.
@tibon007
http://aflippedapproach.blogspot.com Marc Seigel

George,
I have been following your blog for several months now and I have to say that I am always impressed with how insightful your comments are. But I have to disagree with this post. I am currently running the Flipped Classroom and I have never had so much student interaction on a daily basis. My students are engaged in the learning and no longer just sitting around taking notes. Yes, the technology makes the delivery of the content flashy, but the key is it frees up time in class for the students to ask better questions and for me to check for deeper understanding.

I don't know if this method would work at all grade levels, but I do know of teachers using it at the elementary level as supplemental and remediation material. The teacher even commented that parents are watching the podcasts and are learning the material right along side their child. When you ask how to get the community more involved in the classroom, you can't get a better answer than that. I encourage you to check out some of the discussions on the Flipped Classroom Network (vodcasting.ning.com) and to check some of the Twitter posts from #flipclass. We may not make you a believer, but maybe you might see something you didn't before.
Marc
- georgecouros
  
  Thanks Marc…I don't think the "Flipped Classroom" is a bad idea, but if that is all we are doing with technology, then there might be something that is wrong with that. Definitely we have to build a base of knowledge with our student and can't just expect them to create things without building. I guess my question is, what do the kids get to do after they learn the material? Do they just absorb? When they have the opportunity to take the knowledge that has been imparted, and make something meaningful out of it, that is when they will really build their learning. Thanks for the push back but I kind of agree with you Sorry it did not come through in the post.
http://avivadunsiger.wikispaces.com Aviva (@grade1)

I love this post George, and in fact, I'm going to share it with my principal right now too. We've been talking a lot about this lately. I believe strongly in the fact that expectations should drive instruction, and that technology is a tool to meet these expectations and increase student learning. Students should be "creating" using technology, and creating with a purpose in mind too. An open-ended activity like the one that you suggested here is a great way to use technology to meet expectations and show learning with a "higher level" purpose too. You've actually got me thinking about something new to try out with my students … thanks for the inspiration!

Aviva
Lisa

Neat IS not enough – perfectly put. As someone who is relatively new to the wonders of technology in education, and someone who is initially easily 'wowed' by creative tools, gadgets, and toys, I definitely need to remind myself that 'neat' is only perhaps the first step in going deeper. As you pointed out in your post, we need to consider what purpose we are serving in using/sharing a particular tool or type of technology to engage students. I sometimes worry that many of us get caught up in the 'what' of teaching, and forget about the 'why'. Anyway, the post was a great reminder for me…thanks.
@bitovageek
Lisa

Neat IS not enough – perfectly put. As someone who is relatively new to the wonders of technology in education, and someone who is initially easily 'wowed' by creative tools, gadgets, and toys, I definitely need to remind myself that 'neat' is only perhaps the first step in going deeper. As you pointed out in your post, we need to consider what purpose we are serving in using/sharing a particular tool or type of technology to engage students. I sometimes worry that many of us get caught up in the 'what' of teaching, and forget about the 'why'. Anyway, the post was a great reminder for me…thanks.
http://avenue4learning.com Michelle Baldwin

Thank you for writing this post!! I keep hearing people make excuses for using technology because the tools are "so engaging" for students. Guess what? The novelty wears off. If an IWB is used to present material to children in the same manner we've been doing for years, the neat factor wears off really quickly.

We need to be using technology to help us TRANSFORM learning opportunities… not simply for the sake of using technology. My 2 yr old niece can use an iPad with no help from an adult. How will we engage her when she comes to school? She won't be wowed by flashy technology. She needs to learn differently… and so do the kids in school NOW.
rvdemerchant

Great post. I am reminded of the multitude of powerpoint presentations I have seen over the years (I won't get into the value of PPT here). In the end the "cool" or "neat" presentations do not mean much if they are empty of content. Indeed many times presentations without substance hide behind the images and transitions within the software and not the thoughts shared by the presenter. I appreciate even the most simple presentation if it contains passion, thought and even creativity. I think these qualities do not come from the tool but from the person. With technology I think there is always a temptation to be "neat" and miss out on what our initial goals were. How can we touch another, as in the images you shared, and make a statement which conveys the message? Thanks again for the post I will definitely check out the Daily Shoot as I love the idea. It would be great for mathematics concepts. Lots to think about.
- georgecouros
  
  Substance is so important! I am hoping that if you do something similar with math you can share it? I have been thinking about using this next year in my role.
Karen Szymusiak

George, great post. It's easy sometimes to coast along the surface and do the "neat" things. But you are so right that going "deep" is what we need to do. I think it pertains to learning and teaching – classroom instruction and professional development. Let's dive in and go for the deep.
- georgecouros
  
  Thanks for the comment Karen!
kelalford

You know I love your posts, but I have to repectfully disagree. I use Voki and other tools to go deeper. I think these "neat" tools allow my students to become comfortable, even excited with what we are learning. I have used these tools to create a study guide, for struggling writers to be able to blog, and for students that are absent to get valuable information. I believe allowing thsese students to create something with the concepts they have grasped helps them get a much deeper understanding. Technology including these "neat" tools is a way to allow for more creation, and I believe that is the key, having students create.
- georgecouros
  
  You are actually agreeing with me It is how we use the tools that is important and your focus on powerful learning is what we all need to do! I obviously need to get better at writing my message!
http://web.me.com/arumsey67/Site/Home.html Angie Rumsey

I struggle with finding the balance of teaching content to Third Graders and yet also wanting to teach them how to question and explore. At what developmental age is it "right" for teachers to move from drill and practice to exploration and creation? I teach heavier on the latter side, however I'm waiting to see the fruits of my labors when those kids get older. The teachers at my private school. however, tend to the drill and practice side of life, which can make my philosophy a lonely one.
- georgecouros
  
  Thanks for your comment Angie I think that you are on the right path. Too many times we work with students that have been conditioned to a way that is not beneficial. Important to be proactive and teach them to be learners. Your path will surely pay off!
- http://FunInABoxCanada.com/blog Shauna Farrell
  
  Hi Angie,
  When you think about it babies and preschoolers learn almost exclusively by exploration and creation…or destruction so the question may be why do we ever veer away from that path?
Nick

I often cringe when I hear people talk about projects where, for example, students are "learning" about an ancient civilization primarily by studying an aspect of it that interests them, such as fashion or sports. While a student might be interested in sports, if all they do is study about gladiator shows and chariot races, they haven't engaged in any deep learning. While a student's interest in a topic is valuable, there are also a lot of important concepts or skills that a student may not be excited about learning, at least initially. While we don't want to bore students with tons of prescription and standardization, I think it's also important to encourage students to stick with important concepts, even if they aren't immediately engaged by them.

Looking more specifically at technology, assignments need to be structured carefully so that learning is the focus. Anyone who has ever taught has probably experienced a situation where students are asked to create a multimedia presentation about a topic, but 90% of the time is spent making the video look really cool and only 10% is spent on actually researching the topic at hand…
http://www.carmelcrevola.com Carmel Crevola

George, thanks for the post. In reading it and all the above comments I am convinced that if, as teachers we are not aware of 'what we are doing and why we are doing it', then it does not matter if we are using chalk on a chalk board or a flashy new IWB! When we talk of content it does not need to be 'skill and drill'. The important thing is that teachers have an instructional focus or intent, this does not equal prescription and rote learning. Creativity can be present in thought, it does not have to have whistles and blowers to be creative. I think if we just step back and reflect on the 'purpose' of the process or activity, then the way to make it happen can be varied.
The problem I see is that too often teachers are looking for the new thing…rather than looking at what is the
necessary learning and then looking for great ways to open that learning experience to all students, with ALL being
the most important aspect. Again, thanks for the opportunity to engage in the reflection and interaction.
Carmel
http://edupln.ning.com/profile/BarbHolden Barb Holden

It seems that there is a tendency for many teachers to look not only for the 'neat' gadgets, but the 'neat and controlled – packaged' lesson. The more we use technology as a tool for students to do their own research, learning, production, collaboration, and sharing – the messier the learning will be. The requirement for planning around the skills and processes that students need to engage in goes way up for teachers – teachers really have to understand the core of what they are doing. You really do have to let go of 'neat' and 'neat' in order to 'deep'.
https://sites.google.com/a/flagstaffacademy.org/terrirehthirdgrade/ Terri Reh

Great post, George. At our school, any technology we use is preceded by a document of purpose. It helps teachers stay focused, on a timeline, and immersed in the content. We usually complete the document with our Library Media Specialist who collaborates with all teachers. It is helpful to have a very different set of eyes keeping us grounded. I’ll admit to being starry eyed but was quickly pulled back down to earth when I had to document my work.
Pingback: Putting “Deep” Into Practice | The Principal of Change
Pingback: The Elastic Band Effect