Half way through my morning routine yesterday, the internet went down and stayed down for quite a while. I guess it’s true what they say that essentials are food, water, and internet access. But I shall persevere. With any luck, access will be restored so that I can upload this post. If not, then I guess I’ll get the reminders from those who check in on me that there’s no post available for this Saturday morning.
Or, I could go to a coffee shop or the mall or tether to my phone. That’s a problem with routines; it’s tough when they’re broken.
There’s been a bit of learning on my part about this internet thing. My computers think they’re connected to the internet even though, in reality, they’re just connected to my wireless access point. It’s only when they try to connect to something beyond and fail that they realize that something is wrong. My Android phone, however, is not easily fooled. It knows that it’s connected to the access point but that it doesn’t go any further. There’s a little exclamation mark besides the wireless connection.
We can count on food and water and there’s another thing this blogger can count on – a comment from Aviva Dunsiger. As per usual, her comment on yesterday’s post was one that got me thinking. Fortunately, I still had it open in another tab so that I can comment on it. The genesis for all of this has been an ongoing discussion about fidget spinners and I had shared her most recent post in my This Week in Ontario Edublogs post. But she wasn’t ready to let the discussion die and so added a comment.
She zeroed in on the substitution that I had suggested to her post – substituting “cell phone” for “fidget spinner”.
Before we start, in case you have been under a rock the past few weeks. (Warning, language) What the Hell Are Fidget Spinners? An FAQ for the Olds
Would we ever call a “fidget spinner” a “learning tool” – as we may call a cell phone – and is this distinction an important one?
My immediate thought is “why not”?
As annoying as they might be at times, there are conceivably a number of things that these devices could do to support the curriculum. I’ve read a number of suggestions that they can help students focus; I’d be hard pressed to draw a personal conclusion on that. There have been a number of suggestions about how to use this technology to support the learning of science concepts. That, I can easily see. But, I’ll confess, I don’t see a document titled “Fidget Spinners Across the Curriculum” emerging any time soon.
That doesn’t mean that well meaning teachers aren’t turning lemons into lemonade. Can’t beat ’em? Join ’em.
If you’re interested, consider checking into these resources.
- FIDGET SPINNERS IN THE CLASSROOM STEM PROJECT
- Fidget Spinners Flipboard Collection (You had to see this coming)
Aviva concludes her comment with
Will there be one more fidget spinner post in my future? That remains to be seen.
That will indeed remain to be seen. But, if it’s not fidget spinners, it will be some other latest and greatest distraction.
I remember one of the disturbing things that we’d see when textbooks were turned in were doodlings of “ZZTop” in student stylish doodlings.
No matter how big you are, there’s always something bigger.
No matter how nasty you are, there’s always something nastier.
No matter how lucky you are, there’s always someone luckier.
—Elminster, The Grand Tour Forgotten Realms comics.
Student distractions are just part of the teaching game.