3 x 3= 9
3 x 3 = 9
CARE connecting all resources of education
Annie Lin. Parsons, The New School of Design. Thesis. 2009. Robert Rabinovitz
CARE
connecting all resources of education
ABSTRACT
The intersection of Design Technology & Human Interaction holds the potential to explore and develop issues of modern advancement and its effect on our society while creating mediums for connecting people to a wealth of information and resources. Inspired by single working parents and single children around the world, CARE, Connecting All Resources of Education, is a network program that embraces the advancement of technology while valuing the importance of human interaction in the development of children. CARE helps teachers, parents, and students stay connected. It is a tool for children to acquire an understanding of virtual communication, allowing them to take full advantage of new technologies without sacrificing their social skills. CARE strives to integrate creative programs into the crucial development stage in a young person’s life.
CARE
connecting all resources of education
TABLE OF CONTENT Introduction Problem Statement Inspiration
p. 5 p. 7 p. 9
Social Interaction Interaction Social Interaction Interpreting Faces Cognitive Behavior Socioemotional Disorders Case Studies: Sociologists Sociologist Input
p. 11 p. 13 p. 15 p. 17 p. 19 p. 21 p. 23 p. 25
Advanced Technology Timeline of Design Technology After School
p. 27 p. 33 p. 35
Case Study: See & Sprout Project Case Study: Klick! Case Study: Living Values
p. 37 p. 39 p. 41
CARE
Mission and Value System Map Student Interaction Student Education Screen Shots Student Education Teacher Interaction Parent Interaction Importance of CARE Bibliography Thank You
p. 43 p. 45 p. 47 p. 49 p. 51 p. 53 p. 55 p. 57 p. 59 p. 61
5
7
6
9 Problem Statement
Introduction
15
8
17
16
18
27
29
28
Advancement of Technology
11
19
20
21
33
23
22
34
35
36
Advancement of Technology
41
42
43
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Case Study: Living Values
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connecting all resources of education
53 Teacher Interaction
54
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45 Mission & Vison
46
47 System Map
48
Student Interaction
24
25
Case Study: See & Sprout Project!
39
40
51
52
Case Study: KLICK!
49
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Sociologist Inputs
38
50
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Student Education Screen Shots
www.
26
Case Studies: Sociologists
37
After School
14 Interaction
Socioemotional Disorders
Cognitive Behavior
32
13
12 Social Interaction
Inspiration
Interpreting Faces
Social Interaction
10
Student Education
CONNECTING
LIBRARY
Parent Interaction
56
57
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Importance of CARE
58
CARE connecting all resources of education
59 Bibliography
61
60 Thank You
ANNOUNCEMENTS
ADDRESS BOOK
KIDS NEWS
ADDITIONAL READINGS
SEARCH ENGINES
EDUCATION
EARTH
55
ASSIGNMENTS
RESOURCES
62 By Annie Lin
READING/WRITING
CREATIVITY
MATH
CARE
connecting all resources of education
INTRODUCTION
There is no doubt that children today grow up in an unprecedented landscape far different from those of previous generations. Today’s kids have an array of options available to them for learning and entertainment purposes including playing Wii at home with friends and family, sitting on the computer for hours watching youtube videos, intereacting with friends via online social networks, such as Facebook, instant messanging, or simply watching television shows on the Web. The increased presence of technology means that children are spending more and more time in front of a screen, perhaps more than the television. The question that many child development specialists asks is whether or not this limits children’s ability to develop social skills. A broader question to ask is whether our increasing reliance on technology as a form of communication, entertainment, news-gathering, and other
general purposes degrades or advances social and human interaction. Some experts go as far as to blame flickering television sets, rapid movement video games, and other such instantaneous forms of digital media for increasing rates of disorders such as Attention Deficit Disorder (ADD), Autism, Asperger syndrome, and emotional stress. While some of these disorders are partially influenced by genetics, they are also influenced by environmental factors. Perhaps the array of options of entertainment are supporting the increasing rates of the disorders, but it may be avoided by embracing the technology at an early age with the right tools. Our future children generations will be the be heavily relying on technology as a form
of communication, entertainment, and studies. Thus, embracing the advancement of technlogy would be important for children to understand the opportunities and usage of technology education for their future path. Thus, I am exploring the field of design technology and electronic media and their influence on the development of social skills and human interaction. Questions that I am exploring include—how has the shift towards an increasingly technological lifestyle influenced our aesthetics and our social interactions? Can product design and technology foster social development? I will also explore design ideas that include possibilities for interactive activities to encourage further technological developments to consider this vital part of human society for children.
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PROBLEM STATEMENT
The advancement of technology has transformed our communication landscape from traditional forms such as postal mail and handouts to digital files, email exchanges, online discussion boards, video chats, and text messages. This transformation has moved us away from slower, hard copy forms to more instantaneous and graphic digital forms of communication. The array of gadgets and inventions that fill our everyday lives has not only changed the way we correspond and do business, but it has also revolutionized our sense of aesthetic and our social processes. As some schools conduct complete classes online, new toy designs entice children to log online to play games, and movies use more and more frames per second to speed up visuals, the question arises: does a shift towards technological dependence degrade the development of social and human interaction? Or can new technologies and products integrate social and human interaction with electronic media? The efficiency of ICT’s (Internet Communication Technologies) has made the growth of electronic communication irreversible. There is no doubt that such a growth is and will continue to be accompanied by a shift in sociological interaction. My project will explore the ways in which this shift has already occurred, the possibilities for providing human engagement and interaction in the traditional sense via current technologies, and what this bodes for the future development and design of technological products.
Today technology makes it possible for single working parents and their children to connect with whole educational networks. Inspired by single working parents and single children around the world, I am proposing an online program, CARE (Connecting All Resources of Education), that would serve as a connecting point for elementary schools, students, and parents. The program allows for teachers, parents and students to ask questions, communicate, and watch videos of lessons that are uploaded online to efficiently assist children with their homework. It also acts as a transitional device, fostering career skills by teaching children to adapt to an increasingly technologically dependent society. It also builds etiquette in children, encouraging them to stray away from text messaging language and to formalize their words and opinions while navigating the nuances of a professional online network. CARE also enables children to acquire basic creative virtual skills that will serve them for years to come. The creative programs can range from hands-on printouts to interactive online flash games and assignments.
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INSPIRATION
Since the 1970s, one of the most dramatic changes in the structure of the American family has been the increased employment of mothers outside the home. Since the 1930s, the federal government has subsidized childcare for low-income families. Government-funded programs such as Head Start, which began as a nutritional and health program for poor children in the 1960s, offered educational readiness to prepare children for school as part of the child-care program. The Child Care and Development Fund (CCDF), authorized by the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 (PL 104–193), helped low-income families and those leaving the welfare rolls to obtain child care so they could 1 pursue employment, job training, or education.
As many as 2.5 million parents are overly stressed by Parental Concern about After-School Time (PCAST), and are likely to bring their concerns to the office. PCAST is the degree to which employed parents are concerned about the welfare of their school-aged children during the after-school hours. According to the report, based on a survey of 1,755 employed parents (44.7 percent fathers, 55.3 percent mothers) who work at one of three Fortune 100 companies across the United States, there is much that companies can do to protect employees against Parental Concern about After School Time. Millions of working fathers and mothers are less productive at work due to concerns about what their children are doing in the after-school hours, according to a new study released today by Catalyst, the leading nonprofit research and advisory organization working to build inclusive environments and expand opportunities for women at work.2
parents may still have concerns about whether these arrangements are reliable and safe and whether children are happy and spending their time productively.4 With more and more parents in the workforce, worries about what minors are doing after school are no minor concern. Recent demographic shifts have increased the number of dual-earner families and single parents.5 Given that most Americans will have children at some point in their lives, and that each child is most likely in school for thirteen years from kindergarten through twelfth grade, after-school issues are a concern for an extended period of time for large numbers of employees at some point during their working lives.6 According to the National Center for Education Statistics, Children living in single-parent
households are, on average, less successful in school and experience more behavior problems than children living in two-parent households. It further states that within two-parent households, children are more likely to do well academically, to participate in extracurricular activities, and to enjoy school. Children as less likely to have ever repeated a grade or to have been suspended or expelled if their single-parent have high involvement in their schools.7 Inspired by Single Working Parent and Single Children around the world and the study of advancement of technology and human interaction, a social networking program, CARE, Connecting All Resources of Education. CARE is a progream to virtually connect students, parents, and teachers, especially the communication between single working parents and their single child.
On the whole, working parents are faring well. It is when an employee has concerns about a schoolaged child or that child’s care and feels that workplace options are not available that problems arise. PCAST is an indicator of the stress these employees face. In addition, single parents are under pressure naturally to meet ends financially and emotionally and have have much less free time to spend with their children.2 The gap between the time the school day ends at 2:00 or 3:00 p.m.and the time most full-time employed parents get home from work at 6:00 or 7:00 p.m. amounts to 15 to 25 hours each week. As a U.S. Department of Labor report noted,“ using the most generous calculations,only about 64 percent of a full-time worker’s standard work schedule is covered by the hours children are typically in school.” Many parents also have long commutes home from work, adding to the time their children must be cared for. Most employed single parents must, therefore, make arrangements for their children’s after-school care. There are significant health, academic, and social risks associated with leaving school-aged children unsupervised. 3 Unfortunately, affordable high-quality dren are in supervised situations after school,
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SOCIAL INTERACTION
The research of human interaction is important beginning to understanding the importance of a child’s growth in the primary ages when information is keen to their future development of knowledge, understanding of surroundings, people, and self.
HUMAN INTERACTION
SOCIAL INTERACTION
HUMAN-COMPUTER INTERACTION
Face to face and body to body communication, and speaking communication are exercised between two human beings.Interaction where the five senses: see, touch, feel, hear, and smell are available to be used and understood within an environment and surrounding.8
Interaction is defined as all interaction which occurs throughout any one occasion when a given set of of individuals are in one another’s continuous presence. This is also known as an encounter.9
Human-computer interaction is a discipline concerned with the design, evaluation and implementation of interactive computing systems for human use.10
Key
Individual
Computer
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INTERACTION
Integrating into communities and society and developing a sense of belonging are crucial processes in child development. Community is the joining together or grounding of individuals in society. People tend to seek out others that have something in common with themselves to whom they can relate to comfortably. People form communities based upon both natural and constructed situations. Natural communities are those that happen as a result of nature, such as being born a certain race, with a certain hair color, or as a male or female. Constructed communities are defined by boundaries that humans set by beliefs and interests. Communities play a large role in society. They not only define where individuals fit into society but also help people establish identities. They provide continuity and a sense of belonging to something greater than an individual realm. Communities provide people with focus and purpose and, therefore, they can be tremendously important in terms of providing a sense of belonging or not belonging, which in turn can inspire or discourage individual participation and success in specific activities. Thus, to neglect, omit, or separate people on basis of any natural community categorization, including gender, can have grave consequences in terms of the constructed communities in which they can identify themselves with. Society offers opportunities to mix, yet at some point during childhood years those opportunities are changed by parents, teachers, and later friends and other environmental factors. With the advancement of technology, it would definitely bring people together in a new form of social community and interaction that would foster positive and negative aspects of a child’s daily routine depending on the approach. With the click of a button, anyone can be connected to the Internet and virtually chat and speak their minds to anyone that would listen. This could foster any lonely child around the world to be heard, similar to those social networks, such as Facebook or My Space, or instant messaging on AIM or SKYPE, or even just a personal blog. CARE is aimed to assist children around the world at an early stage to appreciate and utilize the opportunities of the Internet. 14
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SOCIAL INTERACTION
Social Interaction
Prime Time
Face to Face
Kids get a chance to meet all kinds of people online. Face-to-face interactions or telephone conversations, kids can grasp a sense of emotions, hand gestures, explaning oneself, and understanding differences in people. 11
Team Work
Kids working in teams can acquire skills on problem solving, dealing with different personalities, being cooperative, and interacting with one another to explain oneself is a practice for the future for one to understand oneself. 11
Appreciate Their Environment
Children playing with each other outdoors, creating arts and crafts, and socializing in events and parties are all essential aspects that would draw attention to appreciating their cultures, surroundings, and environments. 11
Imagination
Early experiences with the natural world have been positively linked with the development of imagination and the sense of 13 wonder. Wonder is an important motivator for life long learning.
Awareness
We live in a society full of different people, cultures, and lifestyles. It is important that we are aware of our surroundings. When kids are out playing in natural environments, it “improves children’s cognitive development by improving their reasoning and observational skills.� 12
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INTERPRETING FACES
Window of Opportunity Learning
Prime Time
Vision (Birth to 4 Years)
During this time, babies need to see shapes and colors, things that are close and far away, and things that move. e brain has to learn how to see! If your baby has anything wrong with his eyes, it should be fixed early.
Talking and Reading (Birth to 10 Years)
Feelings (Birth to 18 Months)
Hefter’s group suggests that people with social developmental disorders (SDD) have difficulties identifying faces and interpreting facial expression. Hefter conducted a test of 26 adults and from this study, Hefter’s group suggested that the problems of “reading” facial expression in SDD might be linked to problems with interpreting emotions rather than problems with simply assessing faces. Without the ability to interpret the emotions of others normal social interactions are basically impossible.
Babies are born ready to learn any language, but they understand and babble the language they hear the most. e more talking, singing, and reading a baby hears, the more words he will understand and use. is is the best time for children to learn a second language. The part of the brain that handles feelings learns very early. How you treat your baby shapes the growth of feelings like happiness, hopefulness, and sadness. e feeling part of the brain keeps growing through the teenage years. What happens early is most important for the brain’s feelings.
Music & Math Skills (Birth to 5 Years)
The part of the brain that hears music is the same part that does math, so listening to rich, complex music is good for a baby’s brain and helps a baby learn the skills needed to do math.
Movement Skills (Birth to 2 Years)
During the first few months after birth, a baby learns to control his muscles. He learns to hold his head up, roll over and crawl. Active games and gentle exercise help his brain learn these skills. Soon he will learn to use his small muscles to do things like pick up small toys and feed himself.
chart
In a recent study, published in this issue of Neurology, Rebecca Hefter suggest that problems with social interactions may be related to problems learning how to interpret faces. One of the ways we judge a person’s emotional state is by “reading” his/her facial expression. During a conversation, “reading” your listener’s expression helps you judge whether he or she understands or is interested in what you are saying. Without this ongoing assessment and modification of what you are say ing, a conversation may become awkward, ineffective or worse. 14
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COGNITIVE DEVELOPMENT
Behavior
Developmental Stage
Reflective Stage (0-2 Months)
Simple Reflex activity such as grasping, sucking
Invention of New Means Through Mental Combination (18-24 Months)
Evident of an internal represenational system. Symbolizing the problem-solving sequence before actually responding. Deferred imitation.
Primary Circular Reactions (2-4 Months)
Reflexive beheaviors occur in stereotyped repetition such as opening and closing fingers repetitively
Preoperational Phase (2-4 Years)
Increased use of verbal representation but speech is egocentric. The beginnings of symbolic rather than simple motor play. Transductive reasoning. Can think about something without the object being present by use of language.
Secondary Circular Reactions (4-8 Months)
Repetition of change actions to reproduce interesting consequences such as kicking one’s feet to more a mobile suspended over the crib.
Intuitive Phase (4-7 Years)
Coordination of Secondary Reaction (8-12 Months)
Responses become coordinated into more complex sequences. Actions take on an intentional character such as the infant reaches behind a screen to obtain a hidden object.
Concrete Operation (7-11 Years)
Evidence for organized, logical thought. There is the ability to perform multiple classification tasks, order objects in a logical sequence, and comprehend the principle of conservation. thinking becomes less transductive and less egocentric. The child is capable of concrete problem-solving.
Tertiary Circular Reations (12-18 Months)
Discovery of new ways to produce the same consquences or obtain the same goal such as the infant may pull a pillow toward him in an attempt to get a toy resting on it.
Formal Operation (11-15 Years)
Thought becomes more abstract, incorporating the principles of formal logic. The ability to generate abstract propositions, multiple hypotheses and their possible outcomes is evident. Thinking becomes less tied to concrete reality.
Developmental Stage
Behavior
Speech becomes more social, less egocentric. The child has an intuitive grasp of logical concepts in some areas. However, there is still a tendency to focus attention on one aspect of an object while ignoring others. Concepts formed are crude and irreversible. Easy to believe in magical increase, decrease, disappearance. Reality not firm. Perceptions dominate judgment. In moral ethical realm, the child is not able to show principles underlying best behavior.
The charts are theories from Jean Piaget, a Swiss philosopher, natural scientist and developmental theorist.
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SOCIOEMOTIONAL DISORDERS
Today, there are already many socioemotional disorders diagnosed in children, such as ADD, ADHD, Autism, and Asperger Disorder. Most substantiated causes appear to fall in the realm of neurobiology and genetics. This is not to say that environmental factors may not influence the severity of the disorders, and especially the degree of impairment and suffering the child may experience, but that such factors do not seem to give rise to the condition by themselves. Thus, it is not scientifically legitimate to attribute increased rates of diagnoses to the advancement of technology. But it should be recognized that well-designed technological products and programs have the potential to assist children and young adults living with such disorders. CARE is a great introduction for young children to acquire Internet etiquette while learning to navigate a virtual community. It also offers a chance for busy, single working parents to make themselves a part of this community by offering them a convenient and efficient means of forming a relationship with their children’s school network.
ATTENTION DEFICIT HYPERACTIVITY DISORDER In a class of 30 students, 1 in 3 are diagnosed with ADHD Boys are diagnosed with ADHD 3 times more often than girls Emotional development in children at 30% slower with ADHD
AUTISM 1 in 166 Child in USA are diagnosed Boys are diagnosed 4 times more ofthan than girls A new case of Autism case every 20 minutes, most apparent at age three
ASPERGER Added to American Psychiatric Association in 1994 Intelligent children that want to fit in and interact, but don’t know how Often have one wayconversations
Not everyone who is overly hyperactive, inattentive, or impulsive has ADHD. How can specialists tell if the problem is ADHD? Because everyone shows some of these behaviors at times, the diagnosis requires that such behavior be demonstrated early in life, before age 7, and continue for at least 6 months. Above all, the behaviors must create a real handicap in at least two areas of a person’s life such as in the schoolroom, on the playground, at home, in the community, or in social settings. 17 Early signs of Autism in a small child may be minimal eye contact, a lack of social interest, and avoiding hugging and cuddling. These children may have difficulty interpreting the meaning of facial expressions and gestures. About half of children with autism may remain mute for their entire life. Others may show a great delay in learning to talk. These children often echo what people say to them without seeming to understand how to reply. Repetitive behaviors are common such as rocking, twirling their hair or waving their hands. These children may also be unusually sensitive to sounds that most people can completely ignore.18 Asperger disorder is thought to be a milder form of autism. Generally, these people have normal intelligence or may even be intellectually gifted. However, as in autism, they are socially inept and lack insight. They are inflexible to changes in expected routines and have a narrow range of interests. Often they develop in-depth knowledge about specific interests such as airplanes, trains, dinosaurs, etc. Repetitive behaviors, such as spinning objects, are also common. They may also be physically clumsy. However, unlike autism, as children they begin to speak on time. 19
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CASE STUDIES: SOCIOLOGISTS
ERVING GOFFMAN
(June 11, 1922 - November 9, 1982) Canadian and American sociologist and writer “All the world is not, of course, a stage, but the crucial ways in which it isn’t are not easy to specify.” -Goffman
Goffman has attempted to capture the creative and expressive aspects of our social behaviour and emphasized the symbolic aspects of our self-presentational activity. He saw social encounters as comprising a manipulation of both sign activity (verbal and non-verbal behaviour) and sign equipment (clothes, etc.). The self-definition is termed a personal front and social itneraction involves a constant monitoring of our 20 own and others personal fronts. Impression management- the social world seen as a stage on which actors constantly create and 21 recreate their social selves according to their conceptions of what it is to be a social person.
CHARLES HORTON COOLEY
(1864 - 1929)
American sociologist
“To have no heroes is to have no aspiration, to live on the momentum of the past, to be thrown back upon routine, sensuality, and the narrow self.” -Cooley
GEORGE HERBERT MEAD
(February 17, 1863 - April 26, 1931) American philosopher, sociologist and psychologist One of the Founder of Pragmatism “Our specious present as such is very short. We do, however, experience passing events; part of the process of the passage of events is directly there in our experience, including some of the past and some of the future.” -Mead
Looking-Glass Self A person must use the imagined point of view of another to form opinions of themself. Cooley was also interested in the use of possesive pronouns like “mine”, because of the fact that a young child would never be exposed to a uniform meaning of the word. Each person using “me” or “mine” would ascribe ownership to a different person. Somehow through reflection on society, and self-awareness, a young child learns to use these pronouns. The idea is that by taking an imagined point of view of another the child connects with the meaning of that person, and learns to use words ownership in a manner that seems to 22 be appropiate based on their observations of the person they are imagining themselves as.
Mead argues that language is crucial to the development of the self, and that it is not until a small child learns language that they can being to role play others. This role playing of others is a form of multiple personalities that allow the child to reflect upon themselves and to develop a self. Mead believes that the fact that the self can be an object to itself makes it unique. Mead argues that we can never experience our body as a whole, because we are trapped within it. This differs from the self, which can be an object to itself, by allowing the individual to take the point of view of another and look back at it. Mead also distinguishes between the “I” amd the “me”. He explains that the “I” is the part which reacts to the self through taking the point of view of others. The “me” is the social part of the self. 23
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SOCIOLOGIST INPUTS
Individuals differ in the extent to which they monitor their behavior and other people’s reactions to it. Some people seem to be consistently conscious of engaging in impression management and their success in doing so – in others success is less marked. Though we constantly monitor the personal fronts of others we rarely attempt to discredit the definitions people present of themselves. Goffman argues that individuals often project fronts for tactical reasons without really believing in them. Cooley presented a divergent view from the norm, stating that “...even economic institutions could [not] be understood solely as a result of impersonal market forces.” With regard to the sociological perspective and its relevancy toward traditions he states that the dissolution of traditions may be positive, thus creating “the sort of virtues, as well as of vices, that we find on the frontier: plain dealing, love of character and force, kindness, hope, hospitality and courage.” He believed that Sociology continues to contribute to the “growing efficiency of the intellectual processes that would enlighten the larger public will.”23 Cooley’s theories were manifested in response to a three-fold necessity that had developed within the realm of society.24 The first of which was the necessity to create an understanding of societal phenomena that highlighted the subjective mental processes of individuals yet realized that these subjective processes were effects and causes of society’s processes. The second necessity examined the development of a social dynamic conception that portrayed states of chaos as natural occurrences which could provide opportunities for “adaptive innovation.” Finally, a need to manifest publics that were capable of exerting some form of “informed moral control” over current problems and future directions. 25 Mead describes how the individual mind and self arises out of the social process. For Mead, the social process is prior to the structures and processes of individual experience. Mind, according to Mead, arises within the social process of communication and cannot be understood apart from that process. The communicational process involves two phases: (1) the “conversation of gestures” and (2) language, or the “conversation of significant gestures.” Both phases presuppose a social context within which two or more individuals are in interaction with one another.26 Language, in Mead’s view, is communication through significant symbols. A significant symbol is a gesture (usually a vocal gesture) that calls out in the individual making the gesture the same (i.e., functionally identical) response that is called out in others to whom the gesture is directed. Mead describes how the individual mind and self arises out of the social process. For Mead, the social process is prior to the structures and processes of individual experience. Language, in Mead’s view, is communication through significant symbols. A significant symbol is a gesture (usually a vocal gesture) that calls out in the individual making the gesture the same (i.e., functionally identical) response that is called out in others to whom the gesture is directed. 27 16
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ADVANCEMENT OF TECHNOLOGY
Design Technology is constantly being invented, re-invented, and innovated in all shapes and forms. It has cluttered our options for connectivity, communication, entertainment, and information sources. Design Technology has altered, shaped, and influenced our society and cultures in ways that we never imagine, such as opening up opportunities for new business operations, social interaction, and has created a natural reliance on accessibility, media communication, and connectivity around the world. Today, design technology has fostered many new game systems, social networks, and social communication tools to connect people around the world. For example, the creation of the Wii from Nintendo is a great example of design technology and human interaction because it encourages people to come together to play on an interactive game system that offers a variety of games with controls that require motion and human involvement. It is a new form of 28 human interaction and social communication. Technology and culture refers to the cyclical co-dependence, co-influence, co-production of technology and society upon the other. This synergistic relationship occurred from the dawn of humankind and the invention of simple tools from stones and rocks. Science, Technology, and Society has helped us become the way we are today by the collaboration of adaptation, the pace of processes becoming more and more immediate, and the need for upward mobility.29 A great example of technology and society is the invention of the mobile phone. The mobile phone is a portable device that can be used to talk to people from any location, and slowly but surely, the need for immediate contact and accessibility became integrated within our daily lives.
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ADVANCEMENT OF TECHNOLOGY
Simplifies Life
Technology Development Influence
The Rise of a Leisure Class
Technology is offered through the raise of leisure class and the ability to access the upward mobility. Slowly the mass that contribute to the growth of technology will cheaper the prices and allow accessibility to become easier and more convenient for all.
A More Informed Society
A more informed society means more informed individuals. At some point, many may point out that our childrens’ generations are not reading enough, but infact, technology has opened a new way of reading and obtaining information more efficiently, not only locally, but also internationally.
Increases Multi-Task
Although this isn’t a simplified lifestyle, this enhances ones work ethic and ability to juggle multiple tasks efficiently. It also exercises the brain when one multi-task.
Global Networking
Although this isn’t a simplified lifestyle, this enhances ones work ethic and ability to juggle multiple tasks efficiently. It also exercises the brain when one multi-task.
Creates Social Circles
Technology has enhanced our ability to keep in touch and meet new people with a click of a button. It has created a denser social circle and eliminated loneliness at a cheaper cost.
Cheaper Prices
Many consumers search Online for cheaper prices, deals, and price knowledge about products in comparison to a multiple of retailers.
Greater Specialization In Jobs/ Job Opportunities
Technology has opened up a new job market for many individuals. It also allowed individuals to specialize in their skills and offer it to employers looking for specific jobs to be done.
The growth and implementation of technology is influencing our society dramatically and has become the central element of communication for personal and business relationships. The technology is influencing the values of our society by changing our expectations for communicating, information gathering, and networking. There are three interrelated values that inform, and are informed, by technological innovations. First, it allows you to have a mechanistic world view, a view that looks at different parks and can be individually analyzed and understood. Technology within society also allows efficiency, a value originally applied only to machines, but now applied to all aspects of society. For example, each element is expected to attain a higher and higher percentage of its maximal possible performance, output, or ability to out beat the previous model. Technology also keeps the social progress flowing, which will become beneficial in all aspect of society. Before the Industrial Revolution, and the explosion of technology, almost all society believed in cyclical theory of social movement, a theory hat shows a continuing shift in national involvement between public purpose and private interest. In additional, while technology may influence society, society also controls technology through the decisions made and distributions within our economy. The channels of distribution plays an important role on how the products go from raw materials to consumptions to disposal. The cultural beliefs regarding freedom of choice, consumerism, and materialism has contributed to the greed of technology and new models that has learned to be produced in a shorter span of lifecycle than older technology. Also, the economic values we place on the environment, individual wealth, social status, government control, and capitalism all contribute to the way we consume technology development and utlize it within our lifestyle. According to Williams and Edge, the construction of shaping of technology includes the concept of choice. Choice is inherent in both the design of the individual and systems, and in the making of these artifacts and systems. 30
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TIMELINE OF TECHNOLOGY
Polaroid photography invented by Edwin Herbert Land.
1930
1932
Chester F. Carlson invents the photocopier.
1933
Charles Ginsburg invented the first video tape recorder (VTR)
1950
1937
Frequency modulation (FM radio) invented by Edwin Howard Armstrong.
Frank Whittle and Dr Hans von Ohain both invent a jet engine
1951
The first credit card (Diners) invented by Ralph Schneider.
John Atanasoff and Clifford Berry built the first electronic digital computer.
1939 Igor Sikorsky invents the first successful helicopter.
1940
1957
Spacewar, the first computer video game invented.
1959 The computer modem invented.
The first computer hard disk used.
1946
1962
1947
The microwave oven invented by Percy Spencer.
Peter Goldmark invents modern color television system.
Fortran (computer language) invented.
1956
1942
Mobile phones first invented. Not Sold until 1983.
1962
The audio cassette invented.
1949 Robert HopeJones invented the Wurlitzer jukebox.
The computer mouse invented by Douglas Engelbart.
1965
1968
The compact disk invented by James Russell.
1969 The arpanet (first internet) invented.
Barbie Doll invented.
expires december 21, 1955 credit identification card Name Address
your acct no.
The ethernet (local computer network) invented by Robert Metcalfe and Xerox.
VCR or videocassette recorder invented.
1970 The floppy disk invented by Alan Shugart.
1971
1972 Pong first video game invented by Nolan Bushnell.
1973
The first 3-D video game invented.
The Apple Lisa invented.
1979 Cell phones invented.
1981 MS-DOS invented.
1983
1985 Windows program invented by Microsoft.
1987
1989 1988
Digital cellular phones invented.
Digital Television Invented
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TIMELINE OF TECHNOLOGY
menu
The digital answering machine invented.
1990 The World Wide Web and Internet protocol (HTTP) and WWW language (HTML) created by Tim Berners-Lee.
1991
Web TV invented.
1995 DVD (Digital Versatile Disc or Digital Video Disc) invented.
1996
1999 Scientists measure the fastest wind speed ever recorded on earth, 509 km/h(318 mph).
2001 On October 23, 2001 iPod from Apple
Phone tooth invented by James Auger and Jimmy Loizeau.
2002
YouTube, Social Networks
2003 Toyota’s Hybrid Car
2005
2009 Today
CARE
www.
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AFTER SCHOOL
During after-school hours, children and teens are more likely to become victims of violent crime than at other times. For teens ages 12 to 17, this takes peaks at 3 o’clock in the afternoon, the end 32 of the school day. After school programs keep children and teens safe and give them the opportunity to build on what they have learned during the regular school day, explore new interests, and to develop relationships with caring adults.33
During children’s out of school time, they need time to play, explore, create, learn new skills outside of textbooks, and release their stored energy while in class. A balanced program should offer children free time as well as a wide variety of structured activities that are interactive and help develop or enhance social skills and leadership, self-esteem, prioritizing and responsibility, conflict resolution abilities, interests and hobbies, and academic skills. After school programs should allow the children to have the opportunities to participate in groups and conduct team work projects as well as become ambition individually. In additional, a proper after school program that is inexpensive and following the upward mobility of our society and technology could allow the parents, students, and teachers connect for a better relationship and a better future for the child.
Single Working Parents Concerns:
Understanding Your Child
children spend more time unsupervised
interested and preferences
more responsibilities within the household
communication to build a relationship
affect their job performance and stress level
levels of cognitive and social development within school
advancement of technology becomes a barrier to communication if not used properly between parent and child parents work longer hours
skills, hobbies, accomplishments and dreams personality
parents have greater concern about their child’s behavioral and social issues* *According to Catalyst, approximately 1 out of 20 working parents—a significant number—are severely impacted by concerns about their children after school. 34
Parental Concern about After School Time for Parents of Boys and Girls
Parental Concern about After School Time (PCAST)
The Census Department estimates that about 7 million children from ages 5 to 14 years old or 18 percent of children in this age group care for themselves on a regular basis. While only 8 percent of 8 year olds care for themselves, 14 percent of 10 year olds, 33 % of 12 year olds, and 48 % of 14 year olds care for themselves regularly 32 before and/or after school.
Parents of Boys Parents of Girls
1.95 1.91 1.90 1.84
1.85 1.79 1.80
Understanding characteristics of establishing a high-level conversation with your child.35
Parents experienceing Low PCAST 36 organized and control of life and work schedules partners, relatives, or helpers part-time to care for children after school work part time and available to be home afterschool hours have older children who are trustworthy and responsible
1.75 1.70 1.70
happy with after-school arrangements
1.65
Low Unsupervised TIme
HighUnsupervised TIme
Child’s Unsupervised Time
Graph 36
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CASE STUDY: SEE & SPROUT PROJECT
The See and Sprout Project is a creative collective, international exchange art workshop launched by Stacie Krejchir originally created for youth in Khao Lak Thailand affected by the 2004 Asian tsunami. Krajchir launched the See and Sprout Project in 2007 with 18 secondhand digital cameras, three donated printers, and 800 sheets of photo paper. The next two weeks Krajchir and two friends worked with the children, ages seven to thirteen, showing how to use the cameras and printing pictures and writing on the photos. Five months later the project exhibited the children’s handiwork at the Grind Art and Print Gallery in L.A., raising nearly $7,000 from sales of the photos.37 The goal of the project is to bring underdeveloped country the opportunity to create visual images about their feelings and perceptions about themselves, their family and their community and to explore ways of translating these feelings to people who live outside their world. The project is dedicated to guide children to shoot photos, write, and connect with new friends with diverse backgrounds and communities. Storytelling and using visual images and words is a powerful medium for youth to navigate memory, uncertainty, inner strength and curiosities. All money raised from the sale of photos goes directly back to the child who shot the photo and giving them an understanding of self-sufficiency. 37
38
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CASE STUDY: KLICK!
KLICK!, Kids Learning in Computer Klubhouses, is an afterschool program for Middle School students. In our school that means students in the 6th, 7th and 8th grades. Our Klubhouse opens every day at the end of school ,3:10PM and runs until 5:00PM. We are also open on Saturday mornings from 9am until noon. Klubhouse members are involved in tutoring adults in computer usage in the evenings. 38
KLICK! KIDS LEARNING IN COMPUTER KLUBHOUSES 3:00-5:30PM Every Weekday
Klick! is a consortium of nine urban and rural Michigan school districts with the support of the College of Education at Michigan State University. Klick! is establishing a virtual network of ten middle school computer clubhouses as community learning centers. These extra-curricular clubhouses will enable at-risk students to engage in authentic learning opportunities through the use of computers and computer-related technology. Middle school students will become a helpful technology resource to all facets of their communities including senior citizens, service organizations, their school community, and others in need of their services. Each school site is staffed with an on-site coordinator and volunteers, and will be equipped with a variety of technology resources. The clubhouses will to provide safe environments that break down the barriers of isolation imposed by poverty, distance, and age. 38
40
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CASE STUDY: LIVING VALUES
Living Values Education (LVE) is a way of conceptualising education that promotes the development of values-based learning communities and places the search for meaning and purpose at the heart of education. LVE emphasises the worth and integrity of each person involved in the provision of education, in the home, school and community. In fostering quality education, LVE supports the overall development of the individual and a culture of positive values in each society and throughout the world, believing that education is a purposeful activity designed to help humanity flourish. 39
The call for values is currently echoing throughout every land, as educators, parents and more and more children are increasingly concerned about and affected by violence, growing social problems, the lack of respect for each other and the world around them, and the lack of social cohesion. World leaders struggle with a myriad of problems. Educators are, therefore, once again being asked to address problems which have arisen within their societies. As UNESCO’s Commission, headed by Jacques Delors, reports in Learning: The Treasure Within, “In confronting the many challenges that the future holds in store, humankind sees in education an indispensable asset in its attempt to attain the ideals of peace, freedom and social justice. The Commission does not see education as a miracle cure or a magic formula opening the door to a world in which all ideals will be attained, but as one of the principal means available to foster a deeper and more harmonious form of human development and thereby to reduce poverty, exclusion, ignorance, oppression and war.” Living Values Education has been produced in response to the call for values. 40
Three Core Assumptions Upon which Living Values Educational Program
39
From a tenent in the Preamble of the United Nations’ Carter, “To reaffirm faith in fundamental human rights, in the dignity and worth of the human person...”
1. Universal values teach respect and dignity for each and every perosn. Learning to enjoy those values promotes well-being for individuals and the larger society.
2. Each student does care about values and has the capacity to positively creat and learn when provided with opportunities
3. Students thrive in a values-based atmosphere in a positive, safe environment of mutual respect and care--where students are regarded as capable of learning to make socially conscious choices.
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CARE connecting all resources of education
MISSION: CARE is a networking program for children to be introduced to design, technology, and communication in modern society by connecting with their peers, teachers, and parents while exercising different educational activities digitally. CARE believes that children, teachers, and parents should embrace the advancement of technology and integrate it into the early system of education for cross-disciplinary and cross-cultural understanding. CARE also supports a better communication between the single working parent and the single child to ensure a closer bond and relationship without having technology as a barrier. VISION: CARE will be an beginning of a new curriculum for school education by connecting children and technology and acquring skills that are beneficial in their future.
CARE is a networking program invested by Public Schools. It is a tool used to connect children, parents, and teachers by utilizing technology, appreciating design and computer accessibility, and understanding the resources of education to express new ideas, methods of learning, and connecting. CARE is target for seven to fourteen year olds. CARE is only available for students enrolled in the Public Schools that invested in the program. CARE is available to be accessed at any computer with Internet access.
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SYSTEM MAP
3 x 3= 9
TEACHERS
MAY 1, 2009 TODAY’S ASSIGNMENTS: READ PGS. 1-3 LOG ON CARE FOR ONLINE ASSIGNMENTS
COMPUTER
PUBLIC SCHOOLS STUDENTS
INSPIRATION: single working parent & single child
www.
WORLD WIDE WEB
PHONE CONNECTIVITY
PARENTS
46
Emails are available for students to ask teachers and their classmates questions. In addition, it teaches them to understand organization, spam control, and to check every word before sending it out.
CARE
connecting all resources of education
STUDENT INTERACTION
School systems are rapidly transforming in the methods of teaching and learning due to the opportunities of technological advancement. Advance technology and the concept of design have offered a new realm of learning tools, different perspective and limits of expressions for new ideas, and are shaping the process of communication. CARE is a social and educational network for children to interactively connect with their peers, teachers, and parents. CARE is a program designed to appreciate and acknowledge design, technology, and communication advancement within the modern society. Inspired by the single working parent and the single child, it fosters the lonely child with digital and technological opportunities today. Students are able to log on to CARE by being enrolled in their school that supports the networking program. It can be accessed on any computer with access to the Internet through their given email address and personal password. Once logged in, the student is able to view their peers on the right hand side. The student can chat or virtually call to the other students that are also Logged On. On the left hand column will be updated with the Assignments due at a certain time or homework assignments due the next day.
There are three different sections that the Students can explore and utilize the program for connectivity, resources, and education. First, the Connecting section where students are set up to receive and send emails by learning the right Internet etiquette to writing letters, turn in assignments scheduled on a time limit, read about the latest announcements posted by their teacher, and search for any classmate information within the address book. Second, the Resources section is a great way for students to realize that the library is still a prominent and important source to find information. It also allows students to understand the variety of available resources to them today, which enable them to think wisely and differently in complex situations, problems, and life situations. Third, the Education section is designed to educate students with important subjects, such as the importance of Natural Earth. In addition, the Education section allows students to challenge their thoughts and skills by introducing them to early and simple creative programs, reading and writing skills, and mathematical problems.
Students will be able to receive notifcation of new assignments or email posted from their cellphone text messaging center.
Time log in and out are always recorded and registered for efficiency and time management for the children. In addition, it teaches prioritizing.
www.care.(enter school name).edu iGoogle
Most Visited
CARE
Wikipedia
WebMD
connecting all resources of education
Hello Caris!
Time Logged In Hello Caris!
Monday, May 5, 2009
Today’s Assignments
CONNECTING
3. Create a logo for your favorite foods using the Creativity tool under Illustrator. 4. Write three sentences responding to a News Article from Resources
ASSIGNMENTS
ANNOUNCEMENTS
ADDRESS BOOK
KIDS NEWS
ADDITIONAL READINGS
SEARCH ENGINES
RESOURCES
LIBRARY EDUCATION
1
MESSAGES FROM MOM & DAD
EARTH
Log Out
Friends Online
1. Please submit Today’s Assignment by 1:00PM. 2. Review a lesson under EARTH.
12:00
READING/WRITING
CREATIVITY
Justine Lee Chloe Thevenoz Earlene Go Amanda Vu Kevin Khuong Karen Lin Jennifer Dinh Roma Kucha Derek Kan
Friends Offline Bhurin Sead Franz Loza Brandon Yamamoto Morgan Black Stella Park Aya Suh Kevin Lu
MATH
TECHNOLOGY Done
BENEFITS
www.care.(enter school name).edu
CARE
Most Visited
iGoogle
Wikipedia
WebMD
connecting all resources of education
3 x 3= 9
Done
Prioritize/Time Management Select User Profile Student Teacher Parent
Transitional Program for Future Education Systems
ID PASSWORD
Appreciation for Technology & Design Collective Skills Aquired Creativity Viewing and Using Educational Resources Exercising Brain with Different Subjects Connecting with their Parent, especially when they’re at work, and feeling like they care Acquire Internet etiquette
Students will have messages left by their parents when they log in after school. They’re able to respond to the messages and the parent will receive it on their phones or when they log onto CARE.
An introductory lesson for every user on CARE instills the appreciation of the concept of design technology and computers, and its usage for communication through the World Wide Web. The lesson will explore the idea that computers and Internet are not only an advancement of technology that has transformed the way our society has function through communication, efficiency, and opened opportunities for jobs and creativity. Computers are also essential elements apart of our lifestyle, similar to the idea of electricity and running water. Computers and it’s opportunities, such as Internet, social networking, and more, are staple elements that are available to the children today that would become the first generation to grow with the advancement of design technology. CARE is a program to train and introduce children to the usage of Internet and Internet etiquette in order to install an appreciation and practical tool for their future education and real world encounters. This application is updated with the latest information on technology and digital innovations.
Students may chat and even telephone their peers to acquire social skills of communication. This program is available through the service of SKYPE and CARE, though it would not offer the video chat option. .
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STUDENT’S EDUCATION SCREEN SHOTS www.care.(enter school name).edu
www.care.(enter school name).edu Most Visited
iGoogle
CARE
Wikipedia
Most Visited
WebMD
CARE
Wikipedia
WebMD
connecting all resources of education
connecting all resources of education
Hello Caris!
iGoogle
Time Logged In 12:00 Log Out Hello Caris!
Monday, May 5, 2009
EDUCATION
Friends Online
EARTH
LAND
WATER
ANIMALS
ENVIRONMENT
LAND VIDEOS
Hello Caris!
Justine Lee Chloe Thevenoz Earlene Go Amanda Vu Kevin Khuong Karen Lin Jennifer Dinh Roma Kucha Derek Kan
READING/WRITING
Time Logged In Hello Caris!
Monday, May 5, 2009
EDUCATION
12:00
Log Out
Friends Online
EARTH
Assignment: Design a logo for your favorite food.
Justine Lee Chloe Thevenoz Earlene Go Amanda Vu Kevin Khuong Karen Lin Jennifer Dinh Roma Kucha Derek Kan
READING/WRITING
T
Friends Offline Bhurin Sead Franz Loza Brandon Yamamoto Morgan Black Stella Park Aya Suh Kevin Lu
LINKS CREATIVITY
Friends Offline Bhurin Sead Franz Loza Brandon Yamamoto Morgan Black Stella Park Aya Suh Kevin Lu
CREATIVITY
MATH
MATH
Done
Done
Figure 1
Figure 3
Figure 2
Figure 4 www.care.(enter school name).edu
www.care.(enter school name).edu Most Visited
iGoogle
CARE
Wikipedia
WebMD
Most Visited
EDUCATION
CARE
Wikipedia
WebMD
connecting all resources of education
connecting all resources of education
Hello Caris!
iGoogle
Time Logged In 12:00 Log Out Hello Caris!
Monday, May 5, 2009
Problem 1: You’re writing to the Governor of New York to ask for a consideration of implementing a eco-friendly program in your neighborhood. Be creative and write a formal letter in asking for assistance and guidance to your new project to help save planet earth.
EARTH
TO: SUBJECT:
Friends Online
Hello Caris!
Justine Lee Chloe Thevenoz Earlene Go Amanda Vu Kevin Khuong Karen Lin Jennifer Dinh Roma Kucha Derek Kan
READING/WRITING
Time Logged In Hello Caris!
Monday, May 5, 2009
EDUCATION
EARTH
12:00
Log Out
Friends Online
Answer as many questions as possible in 1 minute. Press Go to Start.
Justine Lee Chloe Thevenoz Earlene Go Amanda Vu Kevin Khuong Karen Lin Jennifer Dinh Roma Kucha Derek Kan
READING/WRITING
Friends Offline Bhurin Sead Franz Loza Brandon Yamamoto Morgan Black Stella Park Aya Suh Kevin Lu
CREATIVITY
Friends Offline
3x3=
Bhurin Sead Franz Loza Brandon Yamamoto Morgan Black Stella Park Aya Suh Kevin Lu
CREATIVITY
GO MATH
MATH
dictionary Done
thesaurus
spell check Done
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STUDENT’S EDUCATION
CONNECTING
ASSIGNMENTS
ANNOUNCEMENTS
ADDRESS BOOK
Consider, for example, a Water program. In the coming decades, water will become a more pressing problem than oil, and the quantity, quality and distribution of water will pose significant scientific, technological and ecological difficulties as well as serious political and economic challenges. These vexing practical problems cannot be adequately addressed without also considering important philosophical, religious and ethical issues. After all, beliefs shape practices as much as practices shape beliefs. A Water program would bring together people in the humanities, arts, social and natural sciences with representatives from professional schools like medicine, law, business, engineering, social work, theology and architecture. Through the intersection of multiple perspectives and approaches, new theoretical insights will develop and unexpected practical solutions will emerge. 41
RESOURCES
LIBRARY
There can be no adequate understanding of the most important issues society will face when disciplines are cloistered from one another and operate on their own premises.It would be far more effective to bring together questions of art, creativity, design, math, reading, history, science, math, philosophy, and our natural earth to engage in comparative analysis of common problems in the child’s future. As the curriculum is restructured, fields of inquiry and methods of investigation will be transformed into becoming a more cross-disciplinary and cross-cultural scholarship. The big challenge in education is making sure that from kindergarten or prekindergarten through your 14th or 15th year of school, or 16th year of school, or 20th year of school, that are actually learning the kinds of skills that make you competitive and productive in a modern, technological economy. 42
KIDS NEWS
ADDITIONAL READINGS
SEARCH ENGINES
EDUCATION
Inspired by such, Figure 1 demonstrates the importance of children understanding planet earth and appreciating our natural gifts, which would imply to understanding and valuing simple necessities in life, such as running water. Figure 2 is one of the many different activities available under Reading/Writing category. Figure 2 specifically shows the important of Internet Etiquette to young children by creating a problem and allowing them to professionally respond without abbreviated words often used in text messaging or chats. The program is also spell checked and provides a dictionary available if a student is unsure of the meaning of a certain word.
EARTH
READING/WRITING
CREATIVITY
MATH
Figure 3 demonstrates also one of the many different activities that creativity can offer. Some days it can offer crafts that would require the child to print out and physically create the project by hand. This screen shot shows the simplified tools of designing virtually and allows children to acquire the basic skills of design and illustrating their concepts. Figure 4 is inspired by the Brain Age from Nintendo DS, which promotes exercising of the brain. This demonstration shows a still shot of one of the many mathematical question that must be answered in less than a second. It allows children to think faster and trust their instincts. In additional, there are other mathematical activities available, such as word problems, sudoku, and more.
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CARE
Teachers are to update “Today’s Assignments” according to their classroom plans. The students enrolled in the teacher’s class will view his or her update daily.
connecting all resources of education
TEACHER INTERACTION
Teachers are a vital asset to children’s growing years and thus, their impression on the child will influence their growth pattern, habits, and understanding of the people and environments around them. With the rapid growth of advance technology and the importance of design, teachers can support this integration of modern communication and tools of presentations to implement a vital skill for children to learn the kinds of skills that will be competitive and productive in future economy. Teachers should have the ability to want to update their skills and methods of teaching as well. CARE is a program available to advance and present to children in different methods using technology as a driving force for creativity. Teachers should be given a seven-year contract with programs which faculty teach specifically in a department or subject, but work together to ensure that the CARE network is updated with the latest information. This policy would enable teachers to feel rewarded and passionate about their work instead of the usual routines. In additional, this allows children and teachers to stay productive while making room for new ideas, skills, and creativity of teaching, learning, and connecting with one another.
Teachers are able to collaborate with other teachers with different backgrounds, expertise, and ideas. CARE allows teachers to have control of “Today’s Assignments,” uploading presentations, lessons, and tests, and monitoring the “Additional Readings” as well as other educational resources, such as video links and excerpts from books.
Teachers will be able to receive notifcation of new assignments submitted or email posted to their cellphone text messaging center.
www.care.(enter school name).edu Most Visited
iGoogle
CARE
Wikipedia
WebMD
connecting all resources of education
Hello Abby!
Time Logged In 12:00 Log Out Hello Abby!
Monday, May 5, 2009
Today’s Assignments
In addition, CARE allows teachers to organize their students’ progress and view the differences between other children’s’ ways of learning. This could foster teachers’ methods of teaching and creating new ideas of learning for the children based on their progress and report cards.
CONNECTING
Faculty Online
ASSIGNMENTS
ANNOUNCEMENTS
ADDRESS BOOK
KIDS NEWS
ADDITIONAL READINGS
SEARCH ENGINES
RESOURCES
LIBRARY
Robert Scott Amanda Alice Tony Faith Heidi Mary William
Faculty Offline
REPORT CARD
LESSONS/TESTS
CALENDAR
DROP BOX
EDUCATION
EARTH
READING/WRITING
CREATIVITY
Britney Caroline John Bobby Patty Kim Titi
Teachers may upload the latest lessons or tests according to their schedule. Only Parents and Teachers may view these materials and they are only posted after the child has taken the lesson or tests.
MATH
TECHNOLOGY Done
BENEFITS
www.care.(enter school name).edu
CARE
Most Visited
iGoogle
Wikipedia
Teachers have access to uploading and updating videos, presentations, and more under “Additional Readings.”
WebMD
connecting all resources of education
Select User Profile
Creative teaching methods with digital tools
Student Teacher Parent ID PASSWORD
Stay connected with faculty to collaborate--i.e. video chat for conference calls
3 x 3= 9
Keep Parents Updated on Student Progress Upload Presentations, Videos, and Lessons
Teachers are able to update student’s attendance and progress. Only the respective parents paired with the children’s account may see their children’s report card.
The Drop Box is an easy way for Teachers to keep their files organized and also be able to choose to share certain folders with other teachers for collaborations. .
Video Chat is available for teachers to make conference calls with other faculty members to ensure more creative methods of teaching and learning materials.
Done
54
CARE
Parents are able to view the time that their child logged in and logged out. Also the time they have submitted limited time assignments and their activities on CARE.
connecting all resources of education
PARENT INTERACTION
Working outside the home full time and parenting even a single child both constitute full time activity and work. Whether or not you get paid for either matters not a bit. Each activity is full of responsibility, a never-ending series of things to be done, and a growing list of frustrations. Parents are working everyday as a role model for their children and with the advancement of technology, parents and children can connect better than before. CARE offers a system that is easy to use for Parents to understand the progress of their young child within the school system. This offers parents and children a way to connect with each other and be able to converse about different topics and concerns that the child may have, but can not say due to the often absence of their parent. In addition, this shows to the child that even though the parent is working very hard, they are often working hard for them. CARE allows the parents to care for their child and be involved in their school life and growing years.
Parents will be able to receive notifcation of new assignments submitted or email posted to their cellphone text messaging center. www.care.(enter school name).edu
iGoogle
Most Visited
CARE
Wikipedia
WebMD
connecting all resources of education
Hello Mary!
Time Logged In 12:00 Log Out
Monday, May 5, 2009
CONNECTING
CARE
ANNOUNCEMENTS
ADDRESS BOOK
CA �����ACTIVITY
CARE propose to launch an iPhone application or connectivity to any phones that allow emails to be used, such as BlackBerry. This is an easy access to updated progress on the child within the classroom as well as the log in activity on CARE. In addition, teachers and parents may communicate through email with any questions.
1
MESSAGES FROM CARIS
TECHNOLOGY
LOG IN TIMES
REPORT CARD
YOUR CHILD’S ASSIGNMENTS
LESSONS AND TESTS
LESSONS/TESTS
READING/WRITING
Only the respective parents paired with the children’s account may see their children’s report card.
CALENDAR
Done
BENEFITS
www.care.(enter school name).edu
CARE
Most Visited
iGoogle
Wikipedia
WebMD
connecting all resources of education
3 x 3= 9
Select User Profile Student Teacher Parent
Connecting and Helping their Child Writing/Reading Tests/Lessons Social Interaction
ID PASSWORD
Understanding Design & Technology Updated on the Progress of their Child
Parents and their busy schedule can communicate with their child by leaving them messages on their Phone sending it directly to CARE.
Only Parents and Teachers may view these materials and they are only posted after the child has taken the lesson or tests. The purpose is for the Parent and Child to take the time to print out any lessons or tests the child may not understand and work together with one another or a third party member that specializing in tutoring the child.
Teachers are to update any upcoming events or tests onto their classroom calendar. The Parents can view events, upcoming test days, and holidays for their children’s schedules. This allows a great way to organize vacation trips and prepare the children for important dates.
Involved in Child’s School Schedules Communicating with their Child daily
Done
This sends Parents their children reading and writing activities, such as the proposal to write a letter. Some activities within this category may ask for a journal entry or diary entry. This allows parents to stay connected with their child and understand their thoughts.
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IMPORTANCE OF CARE
The Young Child - Birth to Seven A Time for Activity The active nature of the young child is undeniable. During the first weeks of childhood, this energetic nature is already evident. It can be seen in the curling toes and fingers of a nursing infant or the flailing arms of a crying baby. Once the young child starts to crawl, stand, and walk, the pace of life quickens. Any adult who has tried to watch over a toddler or pick up after a three-year-old knows from experience how their expenditure of energy exceeds our own. There is so much that young children are eager to learn about the world and the way they learn best is by doing. Because young children are inclined to be active learners, they are fascinated by what adults do and, in fact, are often compelled to do it too. This is because imitation is the young child’s natural learning style. It is through active imitation that children learn everything from the complexities of language to how to navigate the terrain of family life. Because children are unreservedly open to their environment and do not assess or judge the behaviors they observe, they can readily imitate inappropriate behavior as well. For this reason, what adults do in the presence of young children is of tremendous importance because through our actions we provide the model for children’s behavior. CARE understand that the active, imitative nature of the young child must be engaged in the early childhood classroom. Dynamic, energetic participation thus becomes the foundation of a child’s educational experience preserving their natural vitality and enthusiasm for learning. The Grade School Child - Seven to Fourteen The Heart of Childhood The urge to be active and imitative does not disappear when a child enters first grade. Rather, activity and imitation gradually recede in importance over time and are superceded by a growing inwardness during the grade school years.
Over the course of the second phase of childhood, from the age of six or seven until around the age of fourteen, a child begins to show a growing emotional capacity. This second developmental stage can easily be called the heart of childhood, a phase marked by a deepening in the emotional and imaginative life of children. It is a time of connectedness when children’s feelings for their friends, their teachers, and for the subjects they study deepen. It is now out of these growing emotional bonds that a love of learning is fostered. To touch the hearts of children, education must be an experience that fosters emotional connectedness to what is taught through the methods of instruction. Yet, for that to be possible children must be taught by individuals who are passionately committed to the work they do. In addition, they must be cared for by their parent through the issues and struggles of school work and socializing in school. In Parker Palmer’s insightful book The Courage to Teach, this matter is addressed directly: “Good teachers join self, subject, and students in the fabric of life because they evoke in their students a capacity for connectedness. 43 The connections made by good teachers are held not in their methods but in their hearts.”
The Adolescent Years - Fourteen to Twenty-One The Birth of Independent Thinking The journey of childhood leads to independence. In all three developmental phases, children experience a growing sense of self. But it is with the coming of adolescence and the teenage years that this growing independence becomes most pronounced. After puberty, our children take up the important work of learning to think for themselves. This is a gradual process occurring over a period of years. Engaging and exercising the thinking faculties of high school students is essential. To do this a
diverse curriculum must be offered, one that engages the full range of human intelligence. In-depth study of subjects furthers the kind of inquiry that fosters critical thinking. But at this age, it is not only what is taught that matters, but how students are engaged in the learning process so that sound judgment and open-mindedness are developed. The types of questions that are put to students, the varying perspectives that they are asked to adopt as they consider differing points of view, and the richness of the conversation that takes place in classrooms will all play an important role in helping teenagers increase the facility and flexibility of their thinking. “Sound intelligence cannot be developed apart 44 from a balanced care for all faculties of the human soul.” When clear thinking is developed out of a foundation of activity and a framework of emotional connectedness and loving interest in the world, it becomes thinking that is warm and lightfilled, yet practical and original. Through its well-rounded educational approach the CARE program fosters health, capability and a true humanness in its students, qualities that our young people will need in full measure when they enter the adult world.
As the grade school years unfold, the academic demands of education increase. In the elementary school years more is asked of the children. To balance the active, cognitive and emotional demands of education requires a disciplined, yet heartfelt approach to teaching, one that recognizes that education is an art. If our schools fail to maintain this balance, we run the risk of educating students who can be highly intelligent yet morally indifferent.
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CARE
connecting all resources of education
BIBLIOGRAPHY
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23. Barnes, Harry E (Editor). An Introduction to The History of Sociology. The University of Chicago Press . 1970. Chapter XLIII. Charles Horton Cooley: Pioneer in Psychosociology - Richard Dewey. 24. Levine, Donald N. Visions of the Sociological Tradition. The University of Chicago Press. 1995. pgs. 263-267 25. Mead, George Herbert. The Self as Social Structure. Chapter 5. 26. Mind, Self, and Society, ed. C.W. Morris (University of Chicago 1934). (p. 47, 67, 76, 81) 27. McGinn, Robert E. (1991). Science, Technology, and Society. Englewood Cliffs, N.J.: Prentice-Hall. 28. Sweeney, Nathan, An Introduction to Schlesinger’s “Cyclical Theory” of U.S. History 29. Williams, Robin; Edge, David (1996). “What is the Social Shaping of Technology? (The Introduction to paper “The Social Shaping of Technology”.)”. Research Policy 25. http://www.rcss.ed.ac.uk/technology/ SSTRP.html. Retrieved on April 2, 2009. 30. Wilson, Ruth A. (1997). Wonders of Nature - Honoring Children’s Ways of Knowing, Early Childhood News, 6(19). 31. National Youth Violence Prevention Resource Center. http://www.safeyouth.org/scripts/faq/afterreduce.asp 32. Office of Juvenile Justice and Delinquency Prevention. (1999). Juvenile Offenders and Victims: A National Report, pp. 34-35. 33. U.S. Departments of Education and Justice. (2000). Working for Children and Families: Safe and Smart After-School Programs, p. 7. 34. As expected, Catalyst found the full range of scores (that is, from 1.00 to 4.00) on parental concern about after-school time. Some 117 parents (6.9 percent) reported a score of 1.00,meaning that they rated all 11 items on the PCAST scale as being “not at all”a concern to them; 101 parents (6 percent) rated all 11 items as being “considerably”or “extremely”of concern. 35. U.S. Department of Education. (1994). Strong Families, Strong Schools: Building Community Partnerships for Learning. Washington, DC. 36. Catalyst. “Afterschool worries: Tough on Parents, Bad for Business.” 2006. 37. Krejchir, Stacie. “The project.” The project. 29 Apr. 2009 <http://web.mac.com/staciek/iWeb/Site/ the%20project.html>. 38. Klick! 29 Apr. 2009 <http://klick.baldwin.k12.mi.us/index.htm>. 39. Living Values. Association for Living Values Education International. 1 May 2009 <http://www. livingvalues.net>. 40. Delors, Jacques, et al. Learning: The Treasure Within, Report to UNESCO of the International Commission on Education for the Twenty-first Century. UNESCO Publishing, 1996. 41. End the University as We Know It 26 Apr. 2009. New York Times. 5 May 2009 <http:// www.nytimes.com/2009/04/27/opinion/27taylor.html?pagewanted=2&_r=1&sq=op-ed%20 education&st=cse&scp=1>. 42. After the Great Recession 28 Apr. 2009. New York Times. 5 May 2009 <http://www.nytimes. com/2009/05/03/magazine/03Obama-t.html?pagewanted=3>. 43. Palmer, Parker, J., The Courage to Teach, Jossey-Bass, 1998, San Francisco, CA, p.11. 44. Gardner, John, Education in Search of the Spirit, Anthroposophic Press, 1996, Hudson, NY, p.76.
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THANK YOU
Thank You Robert Rabinovitz and Parsons, The New School of Design. Thank you to my single working mother for putting me through school and always supporting my dreams. Thank you to my friends and family for always being there for me. And thank you to the best dog ever, Oreo. All Illustrations are original drawings by Annie Lin.
By Annie Lin. Thesis Spring 2009. Parons, The New School of Design.
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