Harari & Gardner: How is the internet changing the way you think?

Team teaching, super fun! (please say that with a sarcastic tone in your voice) Let’s try that again, team teaching, yeah! Ok there is no way around making this sound fabulous. I have to admit it was very difficult getting two teachers together who teach two completely different subjects, physical education and independent living skills, who have no time limits on their teaching so long as stuff gets done, we were given a 30 minute window and last both of us love to go off on tangents. (It’s funny because Andy even wrote tangents into his part of the presentation, got to love it when some knows themselves that well, to write in their tangents.) Our task was to take two readings from the book, 2010: How is the Internet Changing the Way You Think?, compare them and teach this comparison to our classmates.

My teammate and I were assigned Haim Harari and Howard Gardner, we took 6 main points from the articles:

  1. Brevity: information is being relayed in too short of messages on the internet not allowing people in social media to get the complete picture
  2. Quasi-Fact: information that is being spread around the internet is not always full of 100% complete facts.
  3. Expanding use of internet in education: the internet is a wonderful place where pieces of art, museums, places can be “visited” by students who can not otherwise afford to see them in person
  4. Digital Immigrants: people who were born into an era that did not have the internet and did not grow up using the internet in their daily lives
  5. Internet on Human Development: how is the internet being used daily effecting the central development of our youth, will it change relationships, intimacy, socialization, history.
  6. Internet on Human Potential: young children are becoming experts, teaching, leading and writing about areas that were formally set aside for educated adults.

From there we decided that we wanted to try some new things out on our classmates and see how they would work. The first was the flipped classroom. I created a short video explaining the readings and what we felt were the six main ideas that we wanted our class to focus on. We also pre-taught the application that we were going to use in class the next day, Thinglink. We wanted to make sure that all of the students had an account and got a small start on their project for the next day. After watching the video they put into pairs and given one of the six main ideas to represent in an image and put it into their Thinklink account.

My teammate and I decided that we wanted to give them an overview of the two readings again the next day so we put together an “Ignite” presentation which my partner presented to the class. (An Ignite presentation is 20 slides/images, little to no writing, 15 seconds a slide for a total of a 5 minute presentation.)

Screen Shot 2014-07-24 at 4.55.29 PM

To see our presentation click here. I feel as though our presentation went really well. Some more practice would have helped with the speed of things and narrowing down the information that went into each slide but the class really liked it and seemed to get a lot out of that activity. This is something that a few mentioned that they would go back and do with their class or use in a brief staff meeting to “wet the mouths” of their colleagues.

Screen Shot 2014-07-24 at 5.05.12 PMWe then moved into an activity. Taking the partners and main topic area that were assigned to them in the flipped lesson, each team were to use Thinglink to create a representation of their main idea using a picture, quote, video, or blog. We wanted to try something new and implemented ramification here giving each item it’s own points value and asking each team to try to acquire 125 points.  Although the class did not know what they were going to get if they received 125 points they still worked very hard to gain those points even asking what they got if they get 125 points, which I answered 125 points.

Last, as a class we discussed the Thinklinks that each team made making some great connections back to the readings. The class liked the activity of working together, finding points from the internet, creating their own work and having the freedom to decided what they wanted to represent of their learning.

Screen Shot 2014-07-24 at 5.16.11 PMTo see the actual Thinklink click on the image.

In the end the process went well. The 30 minute time limit was difficult to stay within and teaching higher level thinking skills was a little difficult for me. I saw that if I want to become someone in my district who people can come to for technology help that I need to know more about their content and pedagogical standards.


Gardner, H. (2011).  Go Native. In J. Brockman (Ed.), Is the Internet changing the way you think?  Retrieved from http://edge.org/response-detail/10497

Harari, H. (2011). Harmful on-liners, an ocean of facts and rewired minds. In J. Brockman (Ed.), Is the Internet changing the way you think?  Retrieved from http://edge.org/response-detail/10611


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