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But Not Least...

How is a Laptop Like a PizzaBox?

Observation | Creative Play | Logic | Concept Mapping | Simulation | Song
Serious Plan

A Teacher-Training Exercise

Here is the scenario. You have been asked to do a serious workshop for a group of 20 + teachers who will be getting a cart of iBooks for shared classroom use. Your job is to introduce them to the concept of a laptop lesson in a wireless laptop classroom. You have been asked to cover practical considerations as well as pedagogy. All disciplines and multiple grade levels will comprise your participant group, but they will all be from the same school. Some will be skilled users of computers, others will be newbies. The workshop will take place in a PC computer lab.

 

 

That said, you do some serious thinking. You believe in the future of portable classrooms and in the Mindset for Adventure. You realize immediately that any standard workshop model  (present - discuss - try) is meaningless here - in fact, it would probably be disastrous. You need to make this workshop

So you ask yourself a question: (if this is not going to be for you, skip down to a Serious Plan).

Begin with Observation:

1. 
2. Both are rectangular on all 6 sides, making them rectangular prisms, with the lidded face (and its opposite) having the largest area.
3. Both are opaque.
4. Both reveal something when opened (is emptiness something? it is, in logic).
5. Both can be damaged by physical action.
6. Both are named by concatinated words.
7. Both words have exactly one "a" and one "o."
8. Both words contain one "internal word."

Evaluation of Observations:

1. Only #1 has any value to the comparison.
2. #5 suggests an Inductive Conclusion: Both should not be smashed or dropped. That sounds more like a rule than a definition.
3. We need to move on.

Play with It (these could easily be Causal Maps...)

Is it possible to make a laptop INTO a pizzabox?   Lewis Carroll might have viewed this as a doublet. But we will have to do without the OX or the PI. That's OK; the problem is tough enough without the extra length. Let's see:

LAPTOP => LIPTOP =>  LIPTIP => LIPZIP => PIPZIP => PIPZAB => PIZZAB + OX =

LAPTOP => ZIPTOP => ZIPTAB => ZIPTAX => ZIPBAX => ZIPBOX => ZIABOX => ZZABOX + PI =

Perhaps it makes more sense to make a pizzabox INTO a laptop?  Go ahead and try it; if you can do it, please let me know.

Well, that got us somewhere somehow, but I doubt that Carroll would have approved. How about a different game:

LAPTOP => LIPSTICK => CYLINDER = > CONICALSECTION => CIRCLE => PIE => PIZZA => PIZZABOX

That's better! But you could just as well have ended up with a SLICE. Maybe a more logical approach would work:

Apply Logic:

Some lidded objects are laptops.
All pizzaboxes are lidded objects.
Therefore some pizzaboxes are laptops.

Is this good logic?  What do you think?  Check out Syllogisms at: Silly Syllogisms, Categorical Syllogisms, and again Categorical Syllogisms. You might also want to check out this computerese definition of "pizza box." Comment on the logic (or anything else):

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We have not, of course, answered our question: But we are close. We now know that a pizzabox is NOT a laptop. And we know .

From this premise, it is possible to make a sortie:

1. Laptops and pizzaboxes have lids.
2. No classroom object is useful that does not make children hungry.
3. No student in my class is too full to eat pizza.
4. All of my laptops have open lids.
5. Answer 1 :

Or another:

1. Things that come in unlidded boxes do not make kids curious,
2. Anything in an unlidded box can be easily lost,
3. Laptops and pizzaboxes have lids,
4. It is only what is easily lost that is valueless.
5. Answer 2 :

So we have been able to add two more answers to our question. (If you missed this one, click on Answer 1 and Answer 2 above!) But can we add to this information? In what else lies the value of the laptop and the pizzabox?  Perhaps a concept map will help us:

Try Concept Mapping:

 

It seem that, depending upon how you look at it, a classroom a laptop is between 4 and 160 times more valuable than a pizzabox. Of what value is this information? Let's investigate with a reseach and simulation activity.

Try a Simulation Requiring Research and Problem-Solving:

You will need to pretend to be a group of 5 students pretending to be part of a larger group. Follow along:

The Set-up: A Class A has 20 students. They are given a cart of 10 laptops and, to celebrate, 5 boxes of pizza, each of which has 8 slices.
Class B also has 20 students. They are given 2 laptops and, to celebrate, 10 boxes of pizza, each of which has 8 slices.

The Questions: If both teachers insist that laptops and pizza be shared evenly, and if all of the students are hungry and like pizza, are the laptops or the pizzaboxes more valuable after an hour? Why?

More importantly, would you rather be in Class A or Class B?  Why? 

What thoughts do you have about the value of laptops after completing this problem? 

If you were a consultant to the principal, what recommendations would you make?

You will be pretending as you answer these questions. Make up what you need to but be realistic and reasonable. You will be working in a group of 5. Divide the production tasks equally.

In order so solve this question, we must apply a sound problem-solving method:

1. What do we know?	laptops and pizzaboxes have lids pizzaboxes are not laptops laptops and pizzaboxes make kids curious the curiosity aroused by laptops and pizzaboxes is valuable
2. What do we need to know?	How many slices will each student get? What is the total value of the laptops? What is the total value of the pizzaboxes? How can laptops be shared? How do students feel about sharing laptops? Is there enough pizza? How hungry are the students for information, communication, creative expression and organization after eating the pizza? Do the teachers want pizza? How can we measure curiosity?
Filter & Change: What questions are not helpful?	#5 - there is never enough pizza. if not #5, then not #1 or #3. Anyway, the pizza is gone in an hour. #2 & 3 - it is clear that more money was spent on Class A - but that does not mean that 2 laptops are not valuable? We decided to ask the Class B teacher how she would use the two laptops. #7 - dumb - but we decided to ask the teachers if there would be any laptop rules #6 - too hard for a kid. We changed it to: What do you most want to use the laptop for: research, notetaking and planning, e-mail and chat, creative stuff.
3. What are our resources for finding the answers?	Survey the students. Ask the teachers. Brainstorm. Ask Jeeves, AJ Kids : what is curiosity? Dictionary. Interview ourselves - make inferences.
4. What did we find out?	survey results (click for charts) - kids want to do these things in order: e-mail and chat creative stuff research notetaking and organization Class B teacher said she wasn't sure how she would use 2 laptops with 20 students - she wants to see our brainstorming. Both teachers said kids could not use laptops while eating or drinking, take them home, or use them for non-school stuff - they both were going to make more rules as a class. See our brainstorm maps: How can we measure curiosity? How can laptops be shared? We learned that you can measure curiosity by tracking the searches people do on the Internet : Here is the Link. But it was too hard. We liked our ideas better - we could do a survey and we could use the History menu. There were no "hits" on "curiosity" in AJKids but some interesting articles under "curious"; AJ had too many and some were inappropriate. Curiosity: "1:desire to know: a:inquisitive interest in others' concerns :NOSINESS b:interest leading to inquiry <intellectual curiosity >" Merriam Webster Dictionary (OneLook)
Filter: What information is useful?	We liked our brainstorming about sharing laptops, so we starred the best ideas and crossed out the bad ideas. Class B teacher liked it too! (We learned that teachers don't have all the answers, and that sometimes they let the kids solve the problems!) This will be our answer to the last question. We liked the definition of curiosity and decided to see if it overlapped with our brainstorms. Our suveys are interesting, but they could tell us more. If teachers don't want kids doing non-school stuff on the laptops, how can we tell if they will be valuable?
Reassess: Back to the drawing board.	We changed our survey question to: "What are you curious about that you want to use the laptop for in school?" and "How can you use the laptop to find out about others' concerns?"  We decided to ask the teachers too. We also surveyed our own Curiosity because we wanted to learn how to make a chart from the brainstorm map.
What else did we find out?	We are pretty curious!  Here are the results of our self-survey:  Curiosity Chart of Results; Student 5 really IS most curious so the results are accurate. We learned that the more free we are to use different programs and web sites, use e-mail and peripherals (we used a digital camera, printer and scanner - that's all we have) the more curious we get about other ways to use the laptop. We learned that when you think you have a good brainstorm, you should try to use it for something so that you can find out how it needs to be changed. Survey results: (we ended up with lists - it was more like interviews) - We learned that the "pretend class" (really us) is curious about using laptops for: science stuff, movies and TV, mp3's and videoes online, how to make movies, presentations, web pages, writing better, talking to kids in Australia, France and South America, doing research, finding pictures and sounds for projects, playing games, making games, chat, IM, webcams! - that is just the beginning - we ran out of room. Both "pretend students and pretend teachers" (also us) wanted to do projects that let the class talk to other classes or people who know things (museums, the government, enviromentalists, scientists, doctors, writers). Students also wanted to share what they were concerned about - and see what other people had to say.
5. Synthesis: What can we make of this information?	One of the most valuable things about laptops is that they are still there after you use them for an hour. You can start over or keep going! You can use 2 laptops in a class to do a lot of interesting things, but 10 laptops is much better. We would rather be in Class A. Laptops are valuable because kids are curious about all sorts of things. Both kids and teachers can be happy if chat and e-mail are used to learn about the "concerns of others" Kids are eager to use the laptops to be creative. There are good things about sharing because you have to talk with your partner as you work - you have to agree and compromise. If we had to pick between laptops and pizzaboxes, we would pick laptops. Recommendations: Buy 8 more laptops for Class B. If you can't do this, put all of the laptops together and let the two rooms share 12 laptops. Let the teachers use the students' suggestions for interesting projects, not just follow along with some text book. Buy more equipment for creative work, like cameras, printers, projectors and scanners. Let students make web pages and do projects that help them be creative and share "concerns" with other people around the world. Next time, everyone should get the same number of slices (; > )
6. How did we do?	We did a great job! We learned a lot about how kids want to use laptops; we got curious! We learned how to make good surveys and graph them. We learned how to use Inspiration for brainstorming and then what to do after that. We cooperated.

Is it possible that through the simulation and practice of problem-solving we have gotten closer to an answer to our Focus Question?  We can certainly add to our knowledge list. We know:

• laptops and pizzaboxes have lids
• pizzaboxes are not laptops
• laptops and pizzaboxes make kids curious
• the curiosity aroused by laptops and pizzaboxes is valuable
• laptops and pizzaboxes can be shared
• laptops and pizzaboxes can teach cooperation
• students never get enough of laptops or pizzaboxes
• there is a lot to be gained by leaving the laptops and the pizzaboxes to the kids
• laptops and pizzaboxes can be improved by MORE STUFF

Do we sense that there may be an elusive last thing to add to the list?

When all else fails, Sing a Song:

"Will you type a little faster?" said a teacher
 to a girl,
"There's a student close behind you, and he's 
desperate for a whirl.
See how eagerly the scholars and the slackers
	all advance!
They are waiting in the doorway - will you
	not give them a chance!
Will you, won't you, will you, won't you,
	will you not give them a chance?

"You can really have no notion how delightful
	it will be
When you hurry up, and finish up, and earn
	a typing B."
But the girl replied, "Too slow, too slow!" and
	with a cursive glance
Said she thanked the teacher kindly, but she
	would not miss her chance.
Would not, could not, would not, could not,
	could not miss her chance.

"What matters it how fast you type?" her teacher
	then relied.
"Voice-to-text is in the 'puter and a mic is
on the side.
The closer is it to your voice, the closer you
	to done---
Then be not dull, my dulcet child, and let others
	have some fun.
Will you, won't you, will you, won't you,
	let others have some fun?"

Sythesize:

And so now we know the answers to the Focus Question:   We can synthesize and summarize:

(ANSWER).
And that is just the least of it.

A Serious Plan:

But what about that workshop?  Well, since the challenge actually happened to me, I can offer this advice: Make the teachers work together, let them have and make sure they are successful!  The most you can expect to accomplish is to generate curiosity, a sense of direction, and an internal support system for this faculty.

Preparation:

1. Go to a pizza parlor and buy 10 empty boxes (you can also order them online from a box supplier).
2. If you have the inclination, photocopy a laptop keyboard and paste it to the inside bottom of each box.
3. If you have an inclination, purchase or make a Mad Hatter Hat that can be passed around during the workshop. It will help to make the point that everyone is equally confused and turned around.
4. Buy something that can be eaten during the workshop and that most teachers like. Get a lot of it.
5. Buy about 30 extra "prizes" that you can hand out during the workshop.
6. Also buy or borrow a large flip notebook (in case you can't use a board).
7. Print out the How to share laptops concept map - put the URL for this page and your own page(s) on the bottom of it.
8. Bring some extra paper, some colored markers and some pencils.
9. Create (and print as a handout) your own web page highlighting:
   • ONLY 10 online resources for integration newbies:
     • 2 for general information and pedagogy;
     • 1 on copyright and Internet safety;
     • 3 to support the development of lesson plans and activities,
     • 3 to push them toward exploring subject resources (include 1 search engine);
     • and 1 to help them make web pages right away
   • ONLY 3 software tools - if you know what the school has, use the basics - otherwise include word processing, spreadsheeting, and presenting.

When you get to the workshop:

Part I

1. Have teachers move from the computers into the hall, or to a clear space in the room if there is one. (They can sit on the floor or move chairs).
2. Distribute the boxes, requiring teachers to team up.  Distribute the food and the handouts. Distribute blank paper and writing tools.
3. Pass around a paper gathering e-mail addresses and full names.
4. Show the group a laptop. Ask them: How is a laptop like a pizzabox? Encourage silly responses - one good technique is to require everyone to respond without repeating.
5. Ask the following serious questions. Allow pairs or groups to brainsorm answers, then use your flip chart to collect responses:
• What are your concerns about using laptops?
• What questions do you have for your administration?
• What do you already know that will help you use the laptops?
• What do you need to learn?

It is a good idea to address ONLY a few specific questions at this time. Encourage everyone to speak.

6. Use the boxes to do a review of for a laptop classroom. Be sure to drop a box, kick a box, spill on a box and sit on a box.
7. Let them pretend to keyboard on the top of the box so that you can discuss ergonomics. This is a good time to have some fun - do a Close your eyes and type the alphabet" exercise with a partner - how did they do?  Give a prize!
8. Add to the lists of questions and concerns.
9. Hold a general discussion about . If the teachers chatter, open the boxes, or eat anything - follow your (e.g. warn once then take away).
10. Collect the boxes, simulating how they would be stored in a cart, and talk about distribution in the classroom and "record keeping" - have groups brainstorm problems and solutions (10 minutes). Spend about 10 minutes collecting and mapping ideas on your board or notebook.
11. Give "prizes" for good work and creative problem solving and longest list.

Part II

1. Bring the group inside and sit them at computers in the lab.
2. Lead them to your web page.
3. Begin with the copyright/safety site - have them look at it while you project a Word, Inspiration or other file collecting their feedback:
   1. Ask: What do you need to learn about copyright, plagiarism and Internet safety? What are your concerns?
   2. After a few minutes, have a participant replace you at the keyboard.
   3. When you are done, print the brainstorm document and distribute it.
4. Turn your attention to your lessons and activities selections.
   1. Ask the participants to open a word processing file (beginners should work with a keyboarding partner - everyone can work with a partner, in fact).
   2. Review the skill of moving between two open windows. Confused teachers should take notes on paper - this has to be an option!
   3. Review bookmarking of a website.
   4. Ask: How would you use these tools in your classroom this week?
   5. Allow the participants 20 minutes to explore the three sites. Have them bookmark each and walk around to be sure they are taking notes.
5. Turn the teachers toward the subject resources.
   1. Begin with the search engine - do a "silly search" activity - I like to use HOT DOG - be sure to use an image search and a News search - evaluate hits, revise search in some way (hot dog rolls, hot dog recipes, hot dog stands Queens) - access and set SafeSearch preferences - give them a challenge and award a prize
   2. Turn them toward your 2 other resources. After a quick lesson in using (which should be searching):
      1. Allow 20 minutes for exploration - challenge each to locate 3 web sites or pages that can be used in class this week. Encourage sharing! 
      2. Paste URL's into the word processing document and annotate each.
6. Walk around and note good work - GIVE PRIZES
7. End formal instruction by investigating the web page creation tool you have selected. If time allows, have teachers make a simple page that contains the URL's and annotations they have made.

   Part III

End with a return to the Responses from Part I and the Concerns about the Internet from Part II.  Ask teachers to cross out questions and concerns that are no longer important or relevant. Focus discussion upon the remaining, having each teacher select 1 or 2 of the most pressing concerns. Use the "ask 3 before me" technique to encourage group communication and support - allow 10 minutes for this. Then address the questions that are most pressing. GIVE PRIZES to the most helpful, most creative solution, most supportive, etc.

Ask again: Give prizes for best answer, silliest answer - use up the prizes.

Follow-up:

Be sure to add all notes, lists, feedback to your workshop website. If you can create a form-to-email "Questions and Concerns" form or a discussion group, that would be excellent.

My participants wanted to keep the pizzaboxes.

Graphics, tables, WordArt by Elizabeth Sky-McIlvain - Arrow from MyImager.com

E. Sky-McIlvain 5/21/04