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It has been shown time and time again; when you learn how
to use a computer, you cannot just memorize a series of keystrokes.
If you do, you will be in trouble every time a major software
update is released. The recent user interface changes in
Microsoft Office 2007 and Adobe Creative Suite 3 are perfect
examples of this; even seasoned users were a little lost.
Because of this aspect of today's computers, No Child Left
Unplugged believes it is crucial to develop intuition and
familiarity with the tool rather than a simple ability to
use it. Only then will the skills students learn in school
be useful twenty years down the line.
This commitment to a deeper understanding of computers has
significantly influenced many of NOCU's choices. Unlike many
other organizations who work with high schools, NOCU believes
it is essential to start young. Just as it is easier to become
fluent in a new language when you are young, we believe "fluency"
in computers is easier to develop in younger students. Thus,
when we first partner with a school, we start the program
with grades K-2 and expand as those students move up through
the school. |
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Too many people
these days see having a computer as a solution to some of
the complex issues today's society faces. NOCU does not see
things this way. We believe that access to a computer is
useless unless one knows how to use it. After all, what good
is the internet if one does not know how to differentiate
between a reliable source and someone who is just ranting?
We see knowing how to use computers as one skill a completely
educated individual must have. Where there was once "Reading,
'Riting, and 'Rithmetic," there is now "Reading, 'Riting,
'Rithmetic, and Technology." We thus believe that a significant
portion of a person's education in technology needs to come
from its use in the context of other fields, and thus try
to work with schools to encourage use of computers and technology
in all academic disciplines – from English to Math to Art. |
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We have already
explained our commitment to ensure access to and an intuition
for modern technology – but we believe even that is not enough.
It is equally important to have a complete understanding
of the complex ethical and practical problems that come with
every new innovation. Teaching the risks that can come from
sites like MySpace, and how to protect yourself on them,
is just as important as understanding how to make a good
PowerPoint presentation.
Similarly, when older students learn
tools like Photoshop, we believe they should also be taught
about situations like the recent controversy over some of
Reuters' doctored photos. Asking questions like "Is it okay
to adjust white balance in Photoshop but not to combine elements
of different pictures; where do we draw the line and what
constitutes crossing it?" is very important as students grow
older and learn more powerful tools. On top of that, we also
stress the importance of academic integrity when using tools
like the internet or digital encyclopedias, showing students
not only how to use them, but also how to cite them properly.
We believe all of this is central to a strong education in
today's technology. |
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