Answering the Initial Question

So how do gourds connect and intersect with technology? Time passes and for thousands of years gourds have moved with the times, apparently in quiet ways. They have a wide and varied history:  grain and milk carriers, the original hand grenade (filled with hornets, plugged, then lobbed into enemy territory where it hit the ground, burst open, and well, 'crazy as mad hornets' isn't just an expression, you know?), as national currency, containers, utensils, birdhouses, and canteens. As history moved forward, gourds moved as well.

  Now, the Internet and The Cloud are the newest forms of 'moving forward' and gourds move too, perhaps indirectly. Gourd gardeners and artisans benefit from the newest technologies for growing and crafting. Books are written and produced digitally, printed in foreign lands, and sold online. Tutorials are commonly found online now. Electronic communication and collaborations help promote gourd organizations. Currently the American Gourd Society is connecting with all the state chapters for leadership elections. SurveyMonkey is used to pinpoint rationals for decisions. Chapter members keep in touch with each other through blogs.

So, perhaps the gourd itself hasn't advanced technologically over time, but the world of gourds and gourd enthusiasts connect and intersect with technology to share and advance knowledge.

Thanksgiving

May all the Gourdeous memories and pleasantries be yours this ThanksGiving season!

Millenials

Full Report PDF

Where do I fit on the Millenial timeline of tech-savvies? I went to the Pew Research Center's article about Millenials. The detailed report makes the distinctions more clear and is worth checking out in addition to the bar graphs on the main page. When I scrolled down and took the Millenial Quiz, I was scored a 67. Several factors probably contribute to this score: I started texting with my son when he started college and seemed to refuse to use the phone to call home regularly,

I work with gifted students who keep me young, and I teach a research class that keeps me abreast of new ideas. So, considering these conditions, it would seem to be true in my case that chronological age is not an indicator of an information-age mindset. As an experiment one day last week, I had one of my classes take the Millenial Quiz as well: Allie 68, Richard, 62, Damien 53, Allie 50, and Daniel 43. The results seem to reflect what I know about their home lives. The first Allie is from a family that travels a lot and communicates via iPhones frequently. There is decreasing amount of home life 'fanciness' (as the kiddos say) to Daniel, whose family is considered 'old fashioned.' He believes he'll never get an iPhone in this lifetime if his parents have anything to do with it. Even then, his score is a 43--a higher score than a GenXer. [This is the student who pointed out the survey was flawed on two counts: 1) by answering the questions in a particular rhythm, the score can be pushed up or down and 2) it should have been given before learning anything about the topic since knowledge may have skewed the results. These are sidebars, but still...]

According to Jason Frand, ten attributes comprise the information-age mindset. These attributes can be divided into three broad categories which makes sense of a sea of values and behaviors.

Broad Observations of Change -- Broadly, I'm in.
Computers Aren't Technology -- I'm in on this one but not because it wasn't around when I was born but because I have gravitated through the changes over time: Selectric, to the Royal Alpha, to the first 8mb hard drive. Now one of my thumb drives is 16gb. Taking this class has changed my idea of technology where the computer and iPhone are the tools and the programs I use on them are the technology....a shift in thinking.

Internet Better than TV -- Not quite there yet. I don't watch a lot of TV anyway, so watching something on the Internet isn't appealing. Now, I do read research studies online FAR more than I read the physical journal where they are published.

Reality No Longer Real -- I'm in on this one based on things I've seen happen and not happen. Online personas can be invented, words can be a false front, and more and more trust is an issue when determining what is real and what is not. I teach Web Wisdom lessons to my middle school students and have them figure out when it is appropriate to doubt. Basically, when in doubt, do. I do.

Doing Rather than Knowing -- In. Time and space are newly defined with the speed of information, knowledge, and obsolescence. I tell my gifted students to consider what their first career will be because they will have several during their lifetime...giving them many opportunities to explore many interests. That works for the gifted thinkers who would naturally move through different careers anyway, but everyone needs to be constantly evolving and growing.

Getting Stuff Gets Done -- Basically in, with reservations.
Nintendo over Logic -- In. Trial and error has always been my way of getting something done. Thinking over details and micromanaging the consequences seems to take too long. Granted, sometimes that strategy has bitten me but overall it's how I have gotten things done.

Multitasking Way of Life -- OUT, out, out....just because many tasks can be done at once does not mean any of them will be done to a successful outcome, especially tasks involving original thinking. Confusing the emotional high of doing many things at once with getting stuff done is not productive.

Typing Rather Than Handwriting -- In when considering efficiency, Out when considering long term learning. Both techniques has a place in the mental game of learning and using them effectively to a desired end is wise.

Subliminal Needs Conditioned By the CyberAge -- More out than in.
Staying Connected -- Out. I don't think I need to be connected to others or to changing information all the time, and I certainly don't think others need to be connected to me constantly. It just seems weird to me that I can be accessed at someone else's whim. And, I have to tell you, I do NOT like being reprimanded for not answering my cell phone in one ring, or ever. Silence is a good thing. Being 'on call' to the world in not a good thing.

Zero Tolerance for Delays -- In, sadly. I have no patience, and the immediacy of the Internet and mobile access to information feeds into my need for now...on my terms of course. This is an example of my paradox: I don't want to be bothered by others, but I want what I want immediately.

Consumer/Creator Blurring -- Out. This is a sticking point probably because I personally have had papercutting art and gourd art lifted off American websites and sold on Chinese websites as original art. I use  these instances as teaching opportunities for my students. Intellectual property lines blur frequently when images can be snipped and captured and 'borrowed.' Who owns what, who can take, use, and claim work found online is tricky. Fair Use Laws cover aspects of use but even those are stretched. SO, even though I do not advocate free wheeling use of online materials, I do use online sources to explain why.


The Educause Research Center for Applied Research study, The EDUCAR Study of Undergraduate Students and Information Technology, 2010, makes a striking point about students and their personal use of technology and desired level of technology for learning. While personal use of technology has increased, especially in the most recent years of the study (between 2009 and 2010), the preferred level of technology in a learning environment over the previous 7 years is 'moderate.'  I suspect the increase in personal technology kept increasing as current technologies became accessible, but did the preference for technology in classroom stay at moderate? As the authors Smith and Caruso suggest, moderate could be a floating concept since moderate 7 years ago may not be what moderate was 2 years ago. As a student becomes more and more tech-savvy, wouldn't the level of expectations change to reflect what is considered old-hat and what is new?

I am considering a pilot program to take my research class from traditional research strategies (index cards, written documentation, manual surveys, etc.) to research on Google Docs. This will be new to many who have taken the class before, but for the 6th graders -- will this 'new approach' be considered as new as the 8th graders who did it the old way for the past 2 years? Will the level of moderation be equal to the different grade levels? Two years can make a difference.

Dapper Dan in the Voki Gourdpatch

Dapper's words on Google Docs.

This is a 70 word introduction to Dapper, the dipper gourd who runs the patch. He was brought to life in Voki, a talking avatar website that mimics online personal contact by animating a drawing with facial expressions and voice. Speech can be recorded or words can be typed then translated into speech--phonetically typed words actually resemble speech more effectively. The eyes follow the cursor as it moves across the image and about the page, adding to the humanistic quality.

This assignment, and fellow classmates, introduced me to another button on the Blogger writing/editing options. I always saw the HTML option next to Compose but moved over or around it thinking it didn't pertain to what I was doing. This happens in a gourdpatch: the dehydrated mold on the surface of gourd can be overlooked and taken for granted until one day, after the gourd is washed, when the surface mottling left behind so beautiful the gourd takes your breath away.

Dapper Dan took my breath away when he finally appeared in my post!

The NETS T standards tapped for this assignment are multi-level: 1. Facilitate and Inspire Student Learning and Creativity by facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments; 2. Design and Develop Digital-Age Learning Experiences and Assessments especially c-customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources when voice and a personal touch matters; 4. Promote and Model Digital Citizenship and Responsibility especially d-develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

1. Virtual environments are more and more common, and using that experience to engage learning is meeting students where they exist. 2. Personalizing Vokis for different learning situations allows not only freedom for the teacher but for the student also since he or she can replay a message/lesson over and over until the knowledge clicks. 4. Modeling cultural behaviors: by using two or three Vokis in different voices and accents, etiquette [online and real-life] can be modeled and encouraged.

Wordling along...

Field of gourd in the early fall.

A field of gourd plants.

I love to Wordle!  It's fast, it's fun, it's like casting a boatload of gourd seeds into a field and seeing what surprises appear. (Of course, initially all you get is a field of green, but then the fall approaches and the vines die back to expose the fruits.)

In this assignment however, the analytical aspect of Wordle came to the forefront. Since Wordle determines word size as a relationship between the number of times words appear within the body of information entered, any resulting large words imply a bigger focus. Therefore, entering two sets of word data into two different Wordles will result in a display of different word concentration and emphasis.

I entered the NETS T 2000 and NETS T 2008 standards into Wordle to make two different placards. I kept the same font and the same color palette. The evolution from one set to the other presents itself visually.

NETS T 2000

NETS T 2008

By looking at the two Wordles, it is clear the direction of technology standards have moved from emphasizing technology to incorporating technology as one of the tools for learning. Teachers exist in both, learning exists in both, as do resources, and students. However, the 2008 standards takes a more holistic point of view of technology whereas the 2000 standards, oddly enough for Wordle, treat technology as a stand-alone entity.

Applying this visual analysis to gourd artists and the types of products they tend to make over a career as a gourdist. As you can see, they start out making the obvious: bowls, jars, and birdhouses usually with kettle, canteen, or dipper gourds. After a period of time producing utilitarian products, they tend to move on to smaller, more ornamental products such as dolls, jewelry, and ornaments. These require less prep time, and far less gourd dust. A savvy gourdist picks and chooses gourd products carefully to avoid the dangers.

Gourd products folks start with. 

Gourd products that become mainstay.

In a similar comparison, let's look at the Virginia Lovers' Gourd Society vendor applications over time: 2009 and 2012. Both are applications for the Virginia Gourd Festival, but look differences.

2012 application

2009 application 

By 2012, the chapter had begun to encourage vendors to stress the importance of students and gourd educational purposes at the festival. This tilt of emphasis shows in the Wordles. Amazing!!






Using this strategy to make assessments would be in line with 2008 NETS T standard #2: design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools...  What a clever, interesting way to have students compare two sets of data and make conclusions! As part of the Plagiarism lessons, comparing copyright laws of 1950 and 2000 would produce some striking comparisons even among students who did NOT read the handouts!

I'm doing this today with a couple of my PRISMS kiddos, thanks Wordle!!

Hanging by a tendril...

Gourd tendrils,
though delicate in appearance,
can support large weights.

...so see what the next assignment is going to be! 

Seize the Day!!



Gourd allowed
to grow unencumbered.

Seize the Day!! Grab the chance and don't let it pass! Many students would seize learning pro-actively if they could move at their own pace and learn lessons about topics of personal interest. Therein rests the joy of Montessori education, ability grouping, and successful gifted education. Like students, any gourd will take the shape of a tight environment when it is placed in a mold to grow, but give it space for expansion and the fruit becomes beautiful!


Mimeographing practice handouts.

Practicing with a SmartBoard.

There are various paths for teaching and learning using the new mobile technology that students are surrounded by and live within. It can be used to drill facts that get spewed back, used to spur curiosity like any of the previous technologies (chalkboards, mimeographing, SmartBoards), or a combination. In any event, technology gets smaller, more portable, and more immediate. Writing facts on a chalkboard 20 times has the same mind-numbing effect and touching a SmartBoard 20 times to prove knowledge. The only difference is the eye/hand coordination and the parts of the brain activated.
Mobil technology combines 'doing' with learning, making it more dynamic and immediate reflecting how information is accessed outside of school. Whether information and learning accessed at school is shallow (lower order thinking -- drilling facts) or deep (or higher order thinking -- critical evaluations) depends on the education goal and use of the technology. The thinking skills accessed make a difference when learning: repetition and critical evaluation is vital, but not exclusively one or the other. Gifted students generally get a concept in one, maybe two, repetitions. Anything over that is counterproductive. Mobil technology can empower students in new and expansive ways by sidestepping the drill overkill. However, if questions don't inspire thinking, why bother? Will technology be used as the teacher or the tool?

Online public schools such as Carpe Diem Schools offer middle and high school education as an online experience on a main campus, or through the Student Support Centers. For gifted thinkers, this allows individual pacing. Since there would not be a 'classroom of students', individuals would not be held back so everyone can catch up. On the other hand, images of classrooms at these schools show students working individually...hardly indicative of personal, collaborative learning but more solitary in nature.

At St. Mary's in Ohio, students use Smartphones to use programs to sketch, write daily learning blurbs, investigate quick answers, and access flashcards. Small, portable, and easy to use, Smartphones technology is fast, efficient, and accessible as a tool in addition to the hands-on paper and pencil activities. Students engage in immediate answers, can work together in groups, and keep technology with them as they move through the day. But what if someone needs a little more drill? At what point does student learning get assessed so he/she can be stopped, backed up, and given a little extra practice?

In both scenarios, drill-and-practice or inquiry, there is the potential for classroom distraction since the very reasons that make computers helpful and SmartPhones efficient and portable can also provide opportunities for activities apart from educational purposes. Trust and responsibility must become part of education.

I feel prepared to engage in teaching with technology. I never used the SmartBoards much because of the 'toy-factor' -- even my students said they were nothing more than fancy white boards. Currently, I use Word extensively, online search engines and databases strategies, and assisting students with moving at a personal pace. We use the oldest laptops in the school system--ones that do not hold a charge anymore so there are cords wrapping around the tables and across the floor, keyboards with missing letters, two have duct tape holding the guts in the body. Word is currently expiring on the laptops, and being replaced with Apache Office Works. Yet, we move forward!

The students use the Index Card System for making notes--coding source cards to match the note cards. They learn how to write a survey: introduction, question organization, type of questions, differences between types of responses, and placement of demographics. They tabulate the results and prepare charts and graphs illustrating the results. The process takes about 3 weeks....using Google Forms would cut that time down to days and allow for additional surveys or further research!

The students currently keep a daily journal that keeps their reflections, daily summaries, and
key information about their topics. The binder is kept at school, or sometimes taken home depending on what is due or when extra time needs to be given to the project. Blogger could replace the journal, especially when combined with other tools and links. DropBox would allow written work to be accessed from anywhere!

An combination of what I've been doing and updated technology could turn a research class into a higher level thinking course that is in keeping with what happens in the world...certainly what is happening in the students' world. Using Google products would be an exciting avenue of learning and, for me, teaching.  So, to that end, this is what I've done:

I applied to the Frederick County Education Foundation for a grant to fund a pilot program to have 17 PRISMS students (my research students) use ChromeBooks next semester to have an almost completely online class. I'll finish the class site I built here during my GourdGracious days for the handouts, calendar, and course information. Instead of journals the students will keep blogs, build surveys with Google Forms, take quizzes, collaborate with each other, utilize DropBox, access their Smartphone apps on field trips, and generally move through their topics using the technology this old gourd learned this semester. IT is thrilled and figuring out the approvals we'd need to access the software and apps. The grant will pay for the equipment [I'm working gourd magic on this one!]

At the end of the semester, I'd assess the level of success with a survey. Of the 17 students, 8 have taken PRISMS twice before so not only will I get data from middle school students who have never had an online course before, I will get information from students who can make clear comparisons between the online and not-online class strengths and weaknesses.

As a pilot program, the results can be used to promote the use of technology, or parts thereof, with administrators and other teachers.  What starts as a gifted education experiment can expand to other areas. While it is true gifted thinkers need space to explore learning at their own pace without being slowed down by classmates, all students can be encouraged to learn to their ability. Mobil technology, or the sharing technology, could be a valuable tool to that end.