Baby Chicks and Technology?

I was collaborating with a Kindergarten teacher in my district this morning that I’ve worked with several times helping her integrate technology into the Kindergarten curriculum. Today when I arrived I found out that a new arrival came to their classroom over the weekend. A brand new baby chick! It was the first of several to hatch inside the incubator and I will admit it was quite cute as it peeped away in its box of newspaper strips. I’m sure it was ready for its brothers and sisters to follow suit and break out of those eggs!

I watched awe-struck students as they examined the baby chick from a distance. They were so intrigued by the tiny brand new life they saw before them. They would have asked questions all day had their teacher let them.

Their level of inquiry at such a young age was amazing. Knowing this teacher, I know it has been fostered over the course of the school year. There was no hesitation to ask a question. No fear of a wrong response.

Can technology bridge this gap in the older grades in some instances? What is it that happens as students (kids) get older that makes them more apprehensive to inquiry and higher order thinking?

I welcome your thoughts and comments.

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3 Comments on “Baby Chicks and Technology?”

  1. ktenkely says:

    Animals always seem to illicit such responses. When I ask my students what I would find in their dream school, nearly every list has animals involved in some way. Kids are fascinated by them.
    I think we kill the higher order thinking, creativity, and questioning by teaching kids that there is only one right answer. We do this in a variety of ways including giving thousands of worksheets that only leave room for one correct answer. Tests that have exactly one correct answers. This is the classroom environment most of them live in.

  2. Leslie Raffelson says:

    Not only that, but why do we stifle kids and hinder them? I find it frustrating that we teach kids they can’t do anything without help from a teacher or they can’t go find the answer themselves, that they have to ask the teacher. Example: 10th grade student today – sitting in front of the computer and on the internet – asked the teacher “Where is Murfreesboro, Tennesee?” The teacher answered the question with “Tennesee” and didn’t encourage the student to go pull up a map and find out in 20 seconds instead of asking and getting a flippant answer.

  3. mrsl330 says:

    One of my advisees just dropped her photography class because she didn’t like the in class review of her work. She felt that the comments of 3-4 of the students who work without a filter demeaned the work of the rest of the class, as these kids just blurted out whatever they thought at the moment. The photos are posted on a Ning site and commented on their as well- these comments are almost universally well thought out and provide valuable information to the artist.


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