Even though Google’s mobile search has been available to students on their phones for about half a decade, it has been only recently that some educators are becoming concerned about the implications of “instant information” so easily available “on the go”, especially during test time! This scrambling around by faculty and administrators was triggered, not by ubiquitous Google but instead by the explosive adoption of ChaCha by the “under 25” age group.
While ChaCha performs as a dramatically better search (answers) capability on mobile phones, perhaps educators and others might take a broader and more progressive view of the implications of this easy way to get answers on the go. This new technology might be the underpinnings of better education for the actual future for which these students must prepare.
Albert Einstein claimed never to memorize anything which could be looked up in less than two minutes. I think he was onto something. Why do I need to remember what time the Colts play this week or what time my favorite museum opens on Saturday? What’s the point of rote memorization and “carrying” around a bunch of random pieces of information? As the story goes, one of Einstein’s colleagues asked him for his telephone number. Einstein reached for a telephone directory and looked it up. “You don’t remember your own number?” the man asked, startled. “No,” Einstein answered. “Why should I memorize something I can so easily get from a book?”
Considering that many people seem to no longer know their friends’ (or even spouse’s) phone numbers because they’ve relegated that knowledge to a speed-dial button on their mobile phone, it appears our species is already moving down the path of what I’ve been calling “cerebral augmentation.” Why keep a piece of data in your head, when you can store it in an easily accessible (electronic) scratch pad nearby?
I began musing on this topic and realized that today’s approach to education is far different than when I went to school in the 1980s. Today’s students are learning in a new era of technology, where old school research through micro-fiche archives has been replaced by at-your-fingertips, lightning speed Internet surfing, albeit with sometimes mixed credibility of the information discovered. In any event, as an educator myself (adjunct faculty at Purdue University and Indiana University, as well as occasional lecturer at MIT), I personally prefer a world where students turn their focus away from rote memorization of mere data and instead focus on what the data means. In life this seems much more useful.
Doesn’t it behoove students to begin focusing on analysis, insight and resourcefulness? So, instead of memorizing when Columbus sailed the ocean blue, doesn’t it make sense to understand the economic and social factors influencing why he left Spain in the first place?
As I have led many companies, the most valuable contributors are usually the ones who can do some seriously proficient and deep problem-solving, as opposed to those who can simply recite random facts. Frankly, it astounds me that some people are able to accumulate interesting data for a presentation, but their conclusions are flawed. It causes me to wonder about our education system. Given all the recent work that demonstrates that test scores and grades are not particularly well-correlated with success in life, including work, I think it makes sense to understand which skills deserve more focus in schools.
I would steer toward analysis, problem-solving, deriving conclusions, considering possibilities that are not at first evident, etc. And, to the extent that technology can help us with these “higher” skills, it means that students ought to have access to technology in the classroom, especially if it is ubiquitously available to them in the world anyway! Mobile technology is particularly important because it gives people access to information on the fly. Some academics and professors might not agree with this concept, and some have suggested that texting in the classroom is simply a way for students to cheat. I strongly disagree. That’s the lazy conclusion … to serve students well is to show them how to utilize the tools commonly available to them (e.g. their mobile phone) to use their brains to transform easily-accessible data and information into truly compelling knowledge and understanding.
And if it helps students know that they can learn and be more knowledgeable in any moment of their choosing, even better! Like calculators on the SAT, it’s not about cheating – it enables students to think strategically about problem solving instead of focusing on the mechanics of addition and subtraction.
4 Responses to “ChaCha makes learning more fun! AND prepares students better for their REAL future….”
All my life, I have been surrounded by educators. My entire family is involved in education. My father a retired teacher & administrator, my mother taught deaf education, my brothers are administrators, math & music teachers. My wife teaches consumer science and her mother was my kindergarten teacher. My aunts, uncles and in-laws are also educators at all levels; K-12 and collegiate.
Just imagine what our family reunions are like. The debates on state vs. private education, needs in the classroom, lack of resources and equality for all students, funding, labor unions, block scheduling, etc… Hard to believe that a person would chose the profession. And yet they did, and they are some of the most devoted and passionate people you could ever meet.
Every teacher knows that cheating is the result of a risk / reward decision. A student’s lack of preparation, inability to master a subject, interest in the topic and ultimately a fear of failure, factor into their ultimate choice to cheat. I know of students creating cheating methods so elaborate that it caused me wonder, what if they spent the same amount of time studying, what could they have accomplished.
Your article is right to point out that given the right tools and access to information, a student is now free to apply their mind to solving problems or creating solutions rather than simply memorizing facts. The mobile phone seems to be the one common tool that is available to most students. There is no guarantee that they have internet access at home or access to public library time. But they do know how to ask the question and they should be encouraged to do so via tools like ChaCha.
I know that my family has found creative ways to use ChaCha in their classrooms. Some have even created lesson plans and classroom procedures to support it. When a student asks a question that needs to be looked up or is not easily answered, rather than stop the class or offer to get back to them with the answer. A student is selected to ChaCha it. The class lesson continues, but when the answer is received, it is discussed with the entire class. This allows all students to benefit from the answer and even encourages additional discussion. Some lesson plans have been created to include extra credit using non-classroom resources where ChaCha is considered a valid source. The risk with this process is that not all answers are correct, but this is a risk with any research and students are asked to validate their sources and think critically about them.
Cheating will happen with or without ChaCha. I would encourage educators to embrace this tool as they have others in their careers and to find ways to make it part of the learning process.
By Chris on Sep 28, 2008
Yes! I was thinking about this the other day actually. I have access to all this information in real life why can’t I use it in the classroom? Is it really necessary that I know everything or is it better if I know how to find it out quickly. Whenever I use the internet I pick out the important points, I don’t have to remember everything because I can come back to it when I actually need it. It’s like the internet has become an extension of my brain. It’s changed how we process information so much, I continually ask myself why we are taking the time to learn something when I could look it up in less time if I ever needed it. Most things you need can easily be found these days. My grades aren’t the best in school but I guarantee that if you asked me to do anything I’d be able to get it done. I just wish there was a way to show your prospective employer this rather than them looking at your GPA and dismissing you.
By Tim Watson on Oct 6, 2008
At least weekly, I’ve found myself in conversations with my children where I’ve responded to a school related question, or just discussion, with “let’s text ChaCha and see what they say.” I then ask them…”what was the source?” The first time I did this…they both said what? That’s the greatest educational benefit of ChaCha. The guide is like an internet librarian on steroids. By drilling down to determine where this “educated” answer came from, the “learning” never stops. They are challenged to question and draw conclusions for themselves, based on written sources, as well as the guide’s answer.
Students are motivated to think further, and then apply.
I would love to see a student “real-time” class
debate in “teams” on one subject-only using ChaCha and
the sources “from whence it came.” This is dancing
with the best in the class. I guess that’s why it’s called ChaCha. My guess is percentage-wise, you have a greater number of “students” under 20, utilizing ChaCha now, that have had consitently higher GPA’s in their former years…prior to ChaCha’s launch. Those under 20 who had lower GPA’s over the years are probably still a lower percentage of your user base.
Hopefully educators will not teach students to “let the tale wag the dog.” Take the knowledge and run with it..before the dance card is full!
By Cyndi Meador on Nov 18, 2008
I posted my comment, and I don’t know if you got it
By cyndi meador on Nov 19, 2008