This topic was, by far, the most painful to get through. Previous topics dealt with how to effectively integrate technology in the classroom. One thought I had when reading through this module was, should we integrate technology? Students seem to be getting enough usage out of technology outside of the classroom. Many proponents of integration and convergence state that by using tools that are familiar to the students, they will learn better. This is a strong argument, but is it realistic? I don't think so. This topic is where my age will become apparent. The first school that I taught at had a policy against cell phone use in class, but we were not allowed to take them away if the students were caught using them. The administration would cite potential legal issues. So, the extent of our policing it was to tell the students to put away their phones every five minutes. The next school I taught at had a policy, explicitly written in the handbook, stating that students were not allowed to have their cellphones on from the beginning of school until the end. The administration was completely supportive of us policing it. What would be the purpose of removing cell phones? Although I am unable to find a study, I am almost certain that the use of technology by students is not educational. I have seen first hand what computers and cell phones in class are used for. This is an unfortunate trend that continues into University and beyond. My experiences have shaped my current thoughts on the subject and I share many thoughts with the professor at the University of Ottawa. The last year at my former school saw the adoption of tablets as an educational tool. The push to get the tablets originated with the technology teacher and guaranteed that all subjects would be able to use them. All teachers were able to rent a tablet for a weekend and to discover innovative apps or uses for the tablets. Upon exploring the Chemistry apps I discovered that there was no variety among the 20 or so apps. They were all periodic table of elements apps. Nothing about the more difficult subjects that students would require extra help or alternative approaches. The tablets were useless for the purposes of my class. Despite my concerns with tablets and cell phones in the class there are still many other technologies that would be effective and non-distracting to use in a science class. Computer interfaces for data collection are far more important for students to understand how to use. The students will become intimately acquainted with these types of technologies the further they move in science. Vernier is a company that focuses on providing science classrooms with data collection devices and interfaces similar to what they would use in university and industry. Companies such as Vernier already have a well established convergence of technologies. There is a greater educational value to these interfaces than a cell phone or tablet. I would rather see a school spend 4ooo$ on a low end gas chromatograph than buy 10 tablets. There is too many distractions in using popular mobile technology. Multiple studies have shown that multitasking is not possible ( site 1, site 2, site 3... get the point?). The last site in that list is particularly important as Clay describes multitasking as detrimental to learning. There is a reason texting and driving are illegal, multitasking does considerable harm when one of the task requires critical concentration. The last question I ask is, does learning not require critical concentration? References Clay, R. (2009). Mini-multitaskers. Monitor on Psychology, Vol. 40(2), pp. 38-40. Accessed online from http://www.apa.org/monitor/2009/02/multitaskers.aspx on July 21st, 2013. Significant Comments http://meagansjournal.weebly.com/1/post/2013/07/topic-10-convergence-mobility.html?http://michaelshieldseducation.weebly.com/1/post/2013/07/topic-10-convergence-and-mobility.html?
 Image source: http://lusipurr.com/2013/05/02/editorial-the-difference-between-preventing-piracy-and-violating-consumers/ I will admit it, I have been know to engage in various levels of Internet piracy. I was never a supplier, but was always one of the thousands (and millions) of file sharers. I was using the technology back when the activity was hidden in the back channels of IRC. I had one friend who was caught on several occasions. His ISP got so tired of the constant fight so they hired him to seek out the pirates. However, in my old age my illicit activities on the Internet have dropped to zero (almost). Was I scared of ever getting caught? Not particularly, and this is what makes it appealing. Anthony (2013) makes a case for Internet piracy. He states that it is usually the superfans that perform this activity. With the creation of Kickstarter and crowdfunded websites, the publishers of media are becoming obsolete. You want to make a movie, go to the fans to fund it rather than some big multinational corporation. Many albums, movies, and video games (most pirated) have been successfully funded by Kickstarter. If you take a look at the website ( Kickstarter) you will see that there are multiple projects that have raised over and above what they needed. What implications does it have in the classroom? The days of owning a license to specific software are over. I recently found out that Microsoft has switched from selling licenses for Office software and switched to a subscription service. In order to use the software you must continually pay Microsoft a fee. If the fee stops, so does the service. The beliefs of these large companies are directly contradicting what students are learning in the classroom. We attempt to teach them collaboration and sharing, whereas the real-world is anything but. It is no wonder many young people latch on to P2P services. Once again it falls on the teacher and those closest to the student to be good stewards of the Internet. It is through our model that the students will learn. Another particularly bright student (he's going to do engineering at Stanford) create a software program that allowed students to keep track and log their volunteer hours. He could have marketed the software and made some money, but instead he chose to release the software as public domain. A few other schools asked for permission to use his program and there was no issue. This is the world these students live in. I believe digital citizenship is about students critically thinking about what they are doing online. What are the implications of my actions? Are there any alternatives? These are questions that students should be (and I think are) asking themselves. My original motivations for 'piracy' was financially driven. I even referred to my old pirate sites as 'the student video store'. A neat comic ( link here, be careful some aspects are risque) shows that people (more often than not) exhaust all possibilities before using this tech. I know I do. My goal as an educator is to educate the students about digital citizenship. Many of us have learned in PSI and PSII that spouting out rules a regulations is an ineffective practice. We show them that it is okay to share intellectual property through dropbox and google drive, but then turn around and tell them NOT to do this in the real world. Teaching students to think critically and make ethical decisions will serve them better in the future than having them memorize rules and regulations.References Anthony, S. (2013). A Case for Piracy. PC Magazine, June edition, pp. 35-38. Significant Comments http://ed4764muirhead.weebly.com/1/post/2013/07/web-awareness-ii-digital-citizenship.html?http://summerschoolsalmon.weebly.com/1/post/2013/07/topic-9-web-awareness-part-2.html?
 Long since past are the days where parents would warn their children about being kidnapped. When I was a kid, I was definitely paranoid about some dude in a van pulling up to kidnap me. Once I reached high school and realized I was a 6 foot 2, 180 pound prop on my rugby team, I became less worried. However, it seems that the danger for children and teenagers have shifted from real world danger to world wide web danger. There has been increased emphasis on Internet security in classrooms and in homes. Hollandsworth, Dowdy and Donovan (2011) describe digital citizenship as: " a wide range of online behaviours with varying degrees of risk and possible negative consequences." Because the danger is a virtual one, it does not reduce the need to remain vigilant. Sir Isaac Newton coined the phrase for every action there is an equal and opposite reaction. Students need to realize and learn that for every action they perform, there is a reaction. Hollandsworth et al (2011) assert that a lack of citizenship leads to problematic and dangerous student conduct. Students need to be aware that their online individual actions and behaviours can impact people within their immediate circle, but also outside their circle. Hollandsworth et al (2011) describe the idea of a learning community that contains parents and teachers. The goal of this community is to TEACH and SHOW students how to be a responsible digital citizen. The old adage 'it takes a village to raise a child' rings true when developing digital citizenship. Sincar (2013) studied the impact of negative digital citizenship practices among teachers and their impact on students. Sincar realizes that it is the teacher's responsibility to function as a role model in the new digital environment. Sincar concludes that gender, duration of Internet usage, mobile phone usage all have a significant effect on inappropriate behaviours. This demonstrates the importance of being a role model. How do we expect students to demonstrate approriate cell phone usage when we are using our cell phones in the middle of class? A shocking behaviour that I witness (constantly and consistently) at the University level is the pervasive use of cell phones when the professor is lecturing. It is important to realize that these negative uses of technology will be picked up by the students should they not change. Drs. Adam, Bright and Dyke describe the importance of teachers being good stewards of digital citizenship. We are role models for these students.
References
Hollandsworth, R., Dowdy, L., & Donovan, J. (2011) Digital Citizenship in K-12: It takes a Village. Tech Trends: Linking Research and Practice to Improve Learning. pg. 37-47.
Sincar, M. (2013) Examination of the Inappropriate Behaviours Displayed by Prospective Teachers Through Digital Devices in Terms of Certain Variables. Cukurova University Faculty of Education of Journal. Vol. 42(1), pp. 1-12.
Image source: creepypasta.wikia.com/wiki/File:Creepy-van.jpg Significant Comments http://eportfoliobecking.weebly.com/2/post/2013/07/topic-8-web-awareness-i.html?http://joshmoralesjournal.weebly.com/1/post/2013/07/web-awareness-i-character-education-and-filters.html?
History points to it. Technology is increasingly leading the human population towards increased collaboration. In his TED talk, Howard Rheingold speaks about how many of the advancements in recent times (17th century on) are attributed to collaborative processes. Cooperative arrangements have moved to the forefront in many disciplines. This is evident in all aspects of our society. Peer-to-peer software programs exist to share everything from music to important documents. We see wikis (like wikileaks) popping up everywhere to hold the individual elite accountable to the masses. Open source programs (open office, linux, etc.) are becoming increasingly popular. All evidence points to society placing an increased importance on collaboration. The same is no different in science and science education. Birnholtz (2005) explains that authorship in physics is becoming increasingly difficult since many research papers take the combined efforts of hundreds and thousands of scientists. As I mentioned a few posts back, science knowledge is generated through collaboration and this is a skill that should be taught to students. If the current trend continues, then it is essential that students understand the importance of collaboration. The last school I taught at had many bright students (I mean MANY). One student had developed a program that intakes various biometric data sets and provides a diagnosis of breast cancer. She took her idea and program to the International Science Fair and won first place in Computer Science. She later uploaded the entire program into the cloud and allowed anyone the ability to access it. She is the future; she is the student we must be prepared to teach. Not all students will be superstars, but we can nonetheless foster the idea of collaboration with all of them. Wikis are a great way to foster collaboration in a science classroom. It offers the students the first tastes of a peer-to-peer interaction. Students will encounter this interaction many times should they choose to pursue an academic career in the sciences. It also helps to illustrate how knowledge is the sciences is socially constructed. Many people praise Einstein for his individual intellect. However, they fail to see the mighty framework upon which his theories were built. Dropbox, Google Drive, wikis, and other collaborative technologies are moving education in the right direction. They are technologies that I am excited to use in my own practice. References Birnholtz, J.P. (2005). What Does It Mean To Be An Author? The Intersection of Credit, Contribution and Collaboration in Science. Journal of the Amercian Society for Information Science and Technology, 57(13), pp. 1758-1770.
Rheingold, H. (2005). Howard Rheingold: The new power of collaboration. Accessed from http://www.ted.com/talks/howard_rheingold_on_collaboration.html on July 17th, 2013 Significant Comments: http://misspariseau.weebly.com/4/post/2013/07/collaboration-and-cloud-computing.html#comments http://jillianmacdonald.wordpress.com/2013/07/17/topic-7-collaboration/comment-page-1/#comment-13
Digital publishing is a topic that I have some degree of knowledge in, but as I progressed through the module I realized I still had a lot to learn. The US is constantly trying to find innovative solutions to their education problems. The Canadian system benefits from the innovation of our neighbors to the south. The past few journal entries dealt with utilizing various telecommunications technologies in order to promote learning. This entry will focus on communicating that learning to the world. I will spend very little time speaking of websites and blogs. These are probably the oldest forms of digital publishing and probably the most used. Some 20 years ago constructing a website required knowledge of one of the computer languages. As the complexity of the languages developed, other software was brought in to simplify the process. As a result there are numerous online website creation sites (like weebly) that provides users with an interface and a simple drag and click model is used. With the software available it is easy for anyone to generate a website/blog. Digital Storytelling is a concept that I have enjoyed, but never considered the educational implications of the format. Brainshark is an application that I am familiar with and have used on multiple occasions. In my opinion, the basis of digital storytelling is no different than having students write out a story and draw pictures associated with their stories. It is simply taking an exercise that students would have performed in the absence of technology anyways. I see no innovation in it. That does not mean I would not use it in my classroom. The format lends itself well to explaining extra information that may not be central to a discussion. An example of this would be presenting historical experiments that led to the discovery of the atomic structure. The information is not critical and could potentially take up too much class time. Having a digital story around these experiments may allow students to learn the material indirectly. Flipped Classrooms is a concept that was new to me. I appreciate the fact that both sides of the issue were presented during the module, because I for one was uncertain as to the application of this to a class. I remain uncertain after reading the information. I see the use of these videos as tutorials and not to supplement classroom instruction. This could be because I see my teaching strategies as more conversational in nature. I discuss things with students and not necessarily tell them. Bennett et al. (2011) describes some of the positives associated with flipped classrooms. By having the information sessions done outside the classroom, you can focus on the higher order thinking skills in the classroom. A counterpoint to this was made quite effectively by Nielson (2011) when she stated that students may not review the material when they are supposed to. Therefore, you would end up teaching the lesson twice. Too much effort would have been wasted. Having taught for several years I tend to agree with Nielson. Students that would review the lessons would be the exception and not the rule. I don't see this as being practical. On a side note, I was actually approached by a Kahn Academy contributor to produce some Chemistry videos during my stay in the US. However, time constraints did not allow me to make any. Overall, I do see a lot of potential in the use of digital publishing as a supplement to in-class learning. Webcast, blogs, and podcasting are all excellent methods to provide tutorial type assistance to students. Infographics is another method that I will try to use in my classroom to demonstrate concrete concepts. EPIC INTERACTIVE INFOGRAPHIC!!!! [click below] The Scale of the UniverseReferences Bennett, B. et al. (2011). The Flipped Class Manifest. Accessed from http://www.thedailyriff.com/articles/the-flipped-class-manifest-823.php July 14th, 2013. Nielsen, L. (2011). Five Reasons I'm Not Flipping Over the Flipped Classroom. Accessed from http://www.techlearning.com/Default.aspx?tabid=67&EntryId=3379 July 14th, 2013. Significant Comments http://nordleeblog.weebly.com/1/post/2013/07/publishing.html?http://justinbechthold.wordpress.com/2013/07/13/pencil-paper-and-a-whiteboard-is-no-longer-the-status-quo/comment-page-1/#comment-190
 Movies, like the Terminator, left young minds such as myself with some terrifying visions of the future. With the rapid advances in technology, there was complete uncertainty with what was to come. The initial discussion of the topic for this module was about distributed intelligence. This idea of distributed intelligence played an important role in those movies of old, but they are also playing a central role in understanding the importance of social media in the classroom (not in the robot taking over the world type of way either). What began as fiction back in the 90s has become science fact. Distributed intelligence is real and is having positive (and negative) effects on classrooms. It is important to understand exactly what is meant by distributed intelligence. Intelligence is a term most often associated with an act. How do we know people are intelligent? Well, they perform certain activities. How do we know rocks aren't intelligent? Well, they don't perform activities. Distributed Intelligence refers to activities (cognitive) that require multi-agents. An early example of this was in a protein folding screen saver ( Folding@home) which utilizes the combined processing power of over 330 000 computers to analyze and model protein folding characteristics. By using multiple agents the researchers are able to exponentially increase their analysis of data. The benefits of distributed analysis are undeniable ( SETI@home is another example). What implications does this have for the classroom? Pea (1993) states: " widespread conceptions of learning and reasoning invoke 'intelligence' largely as a property of the minds of individuals." He goes on to challenge that statement that knowledge, more often than not, is a social construct. Shared objectives between individuals and challenges to one's perspective is what helps all people to develop their knowledge. It then becomes reasonable that distributed intelligence be promoted in the classroom. Although many blog post will boast the importance of the typical social media sites, I am going to take a little detour into the world of wikis. The wikis are the best example of how social media plays a role in distributed intelligence. Not only are wikis socially constructed, but they are also peer monitored. The creation and maintenance of a classroom wiki is one of the most useful activities a teacher could promote. Students generate a wiki of their combined knowledge from their class. The fact that it is peer monitored only enhances the level of thinking that the students must perform. It is also a great way for students to be held accountable for their learning. A teacher may be needed initially to demonstrate proper practices, but eventually could step back as the engine of creativity from their students takes hold and propels the project forward. Fischer (2006) claims that even individual creativity has its basis in life experience, culture, education and background knowledge. All of these elements point to the idea that individual creativity is merely an offshoot of social creativity. Fischer cites another author, Csikszentmihalyi, in providing a definition for creativity: " an idea or product that deserves the label 'creative' arises from the synergy of many sources and not only from the mind of a single person." In order to promote knowledge and creativity in our classrooms I believe the idea of distributed intelligence and social creativity should be given significant consideration. As an extension, social media should play a huge role as it creates the platform for which ideas can be discussed, argued, and originate. References Image source: http://www.quickmeme.com/Atheist-Terminator/?upcoming Fischer, G. (2006). Creativity and Distributed Intelligence. Accessed from http://www.cs.umd.edu/hcil/CST/Papers/distributed.pdf on July 13th, 2013. Pea, R.D. (1993). Practices of distributed intelligence and designs for education. Distributed cognitions: Psychological and educational considerations. Cambridge University Press: Cambridge, pp. 47-87. Significant Comments http://alanasinternetandeducationsite.weebly.com/1/post/2013/07/communication-part-3.html?http://jenseducationportfolio.weebly.com/3/post/2013/07/topic-4-communication-iii.html?
Not many people have seen the above video, but everyone knows the outcome. The video was posted January 8th 2013, and no one could predict what was to come. Commander Chris Hadfield was the first Canadian commander of the International Space Station. From this simple youtube clip, he was able to spawn what is considered as one of the greatest reinvigoration of space science. Many of the current events in astronomy and space science involved complex math equations and concepts so beyond the average populace that it is no wonder interest had dwindled. With a simple you tube clip, Commander Chris Hadfield captured the imagination of multiple generations across multiple time zones. How is this possible? Jennifer spoke about the powerful potential that telecommunications has in our classroom. She quite effectively was able to create her own network and utilize that network to the benefit of the students. Commander Hadfield was no different. Through his use of social media, he was able to demonstrate that a benign concept (such as modern astronomy) could be relevant and exciting. What both Cmdr. Hadfield and Jennifer have shown us is the synergy of modern technology. One form easily lends itself to another. Synergy is an important trait of modern technology. Technology of the past was designed for specific functions in mind. A telephone had one use, but we see how modern smartphones have so much integrated technology that their potential uses are (almost) limitless. Technology integration is only increasing, and it becomes the role of a teacher to introduce the students to effective uses of multiple technologies in order to accomplish goals. Was Commander Hadfield effective in communicating information on space science effectively? With 16 million views of his Space Oddity video and 394 000+ followers on facebook (including me!) I can say that he effectively used technology (even at 400 km above the Earth's surface). How can we model Hadfield's success? First off, it needs to be relevant. Students need to take ownership of the project or it will fail miserably. Copen (1995) states that current events engage students very effectively. Modern technology allows students to reach across the Globe and connect with different communities with different perspectives. Jennifer had mentioned this too in her video when she commented on her class' interaction with a class from the maritimes. The importance of different perspectives leads to a major skill that all students should posses. The ability to critically think. Nosich (2012) describes that an important skill of a critical thinker is the ability to place themselves in different contexts and point of views in order to determine the legitimacy of their train of thought. I believe that telecommunications have open students to multiple perspectives that will enable them to be more effective critical thinkers than previous generations. Jennifer in her video mentioned some limitations of telecommunications. The safety of students is of paramount importance and she took the appropriate steps to maintain security. Another limitation that came to mind while listening to her discussion was networking. She was able to successfully create a large network that would benefit her classroom. Unfortunately, not everyone is capable of that. I was hoping she could shed light on how she built that network in order to help other teachers do the same. Fortunately, many museums and science centres already have programs that promote students from all over reaching out to them. The Canadian Space Agency has a section on their website that allows teachers to set up conference calls with members of the agency. Hopefully, the use of the technology will increase and many creative endeavours will follow, such as:
How does the above statement relate to the topic of this module? It illustrates the difference between the traditional view of education and the 21st Century view of education. Traditionally, the teacher was seen as the source of information and whose authority was unquestionable. Presently, teachers are seen a facilitators that help student gather information, and that their own knowledge is limited. This is one reason why Alberta Education has pushed forth the need for students to be entrepreneurial. Does this mean that we want students to go out and start businesses? The government is more concerned with developing a self-reliant student that: " creates opportunities and achieves goals through hard work, perseverance and discipline; who strives for excellence and earns success; who explores ideas and challenges the status quo; who is competitive, adaptable and resilient; and who has the confidence to take risks and make bold decisions in the face of adversity." (Alberta Education, 2011) Alberta Education describes a dynamic lifelong learner who embodies ethics and engagement. This illustrates another major difference between the traditional model of learning and that of the 21st Century classroom. The traditional classroom was never an environment that fostered the dynamic nature of learning. One statement that resonated with me was that the Internet and technology was allowing introverted students to become more engaged. Being an introvert myself, I have also noted that I become more willing to take risks online that I normally wouldn't in person (IE., this blog!). An interesting effect of the Internet is that is has given everyone a voice. Communication is essential to education. Speaking to my own background one of the final steps to the scientific method (and arguably one of the most important) is communication of your results. Without communication, there can be no transmission of knowledge. In one of my PSI semester classes, it was stated that one trait of an effective teacher is an effective communicator. The state of present day telecommunications is astonishing. I think an extension of effective communication should be that you are able to use telecommunications effectively as well. Creating a teleconference because you didn't want to get out of bed is an ineffective practice. It is important that the use of the technology is justifiable and relevant. When I taught in the US, I started a Facebook group for my Chemistry classes. Every night I would log on a students could ask me questions pertaining to any homework or the material covered that day. This was not a substitute for my teaching a lesson, but rather extra help/enrichment for those that needed it. This is a practice that has succeeded in the past and one that I will continue to use. Blogging has never been a focus of my teaching, but I think I will start to explore the implications of it in the classroom. The issue that I have always had with blogging is the need for an audience. For instance, is anyone other than my professor reading this post? I think in order to solve this a teacher should establish a classroom blog, or for any research projects the students could document their progress on a blog. Blogs (online communities) help students to develop a certain level of engagement that us students of the past never experienced. From this dialogue they can test their understandings, or test others understandings. It is completely feasible that with the present technology the goals of Alberta Ed of developing engaged, ethical, and entrepreneurial students will be realized. These students will not blindly accept that the answer to all questions in the Universe is 42. ResourcesAlberta Education (2011). Framework for student learning : competencies for engaged thinkers and ethical citizens with an entrepreneurial spirit. Accessed online from http://education.alberta.ca/department/ipr/curriculum.aspx July 10th, 2013. Significant Commentshttp://agroenenboom.weebly.com/2/post/2013/07/email-and-blogging-in-the-classroom.html#commentshttp://danuedportfolio.weebly.com/2/post/2013/07/communication-emails-and-blogs.html?
It is amazing how a simple statement as the one made in the title of this post could represent an entire population so well. I belong to the last generation to grow up without the Internet, and can see major differences between myself and the generation that came after. Growing up a trip to the library was mandatory in my house almost every week. Our knowledge of search practices within that institution were honed and perfected. It is no wonder that once I made it to University I continued to use the practices that I grew up with.
Now research on the Internet also became second nature to me. Growing up with the technology allowed me to experiment and explore various online research skills. Once you come to the realization that you cannot 'break' the Internet, then you can truly begin to explore (and that is what I did). Many students these days can be considered 'lazy' or 'superficial' in their research. The assumption in this case is the infallible nature of a search engine and that the top hits when searching a topic are the best. However, as pointed out within the lesson there could be upwards of 20 million hits on certain topics.
I have been known to go as far for information as the 20th page of a search (but, the quality of items decreases the more pages into a search you go). The design of a search engine is adequate for most purposes, but there are times when an advanced search is necessary. If a superficial search is not turning up any appropriate hits, then it's time to dig deeper. When doing an advanced or in-depth search, I have been known to use Boolean operators. However, my default is to not use them as my searches usually turn up useless hits.
How then can one do an in-depth search? My strategy involves a 'cascade' effect. My initial search of a topic will usually begin at Wikipedia, which I use as a reference index of old (it's okay to use, NOT to cite). Most articles contain references to scholarly work that was used in support of the article. These articles are the gold mine where a lot more relevant and useful items can be found. Each article provides more references to explore and the cascade grows exponentially with each new article.
I use my cascade strategy because it was how one did research before the internet and I find that it is extremely helpful and easy. I have heard many students complain that research is too hard, and it is no wonder when one search turns up 20 million hits. Instead of starting in one spot and ending up with 20 million, students these days are expected to start with 20 million and reduce it to 5 or so relevant items. This is a daunting task for anyone. My focus would be on the students to find one reliable source (online encyclopedia, etc.), which they can use as a starting point and then 'cascade' their way through the Internet. I think once students see and experience the ease of this method, they will be more motivated and appreciate that old ways work for a reason.
It then becomes the job of the teacher to help students identify reliable sources of information from which to begin their searches. The ultimate goal should be to develop a student whose research skills are independent and effective. Initially, a teacher would have a list of 'go-to' websites for the students to use, and then later encourage them to explore and find their own unique ones.
The tools I used in my past have definitely shaped my present circumstances and how I approach new and exciting tools. Since I was the last generation to experience the 'pre-tech' boom, I find it important to maintain some of the old skills and teach them to the students. The automation of all aspects of our lives have had many positive effects, but there are some serious concerns that I see. That, however, is the subject for another time.
Some food for thought...
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