This lesson takes a look at the narrative lesson we had in the Designing Online Lessons module. In a thorough post (300+ words), take one of the "big ideas" below and think of a creative personal anecdote that illustrates that point. Your goal is to use a combination of the narrative structures and stylistic techniques that we saw in our lesson to bring about an anecdote that illustrates the big idea effectively.
Technology creates more problems than it solves
Children are wiser than adults
Hope is a powerful force
We are not prepared for the rapid changes that are happening in our economy
What students "ought to learn" is open for debate
There are many words that come to mind when you hear the word technology, but if I were to choose just one it would be convenient. Think about it, every technological advancement has made our lives easier and more convenient. Television remotes allow us to comfortably lay back on the couch to flip through channels. Refrigerators with a built in ice dispenser allow us to enjoy an ice cold drink without having to mess with the pesky task of filling up ice cube trays. Communication has also changed tremendously from the Pony Express to the US Postal Service, and now we have a vast menu of options to instantly communicate across the globe on the Internet thanks to technology. However, just like any new and improved item technology has it fair share of flaws.
As a teacher in the 21st century who wants my students prepared for the jobs of the future I am making every effort possible to get my students’ hands on technology in order to enhance their learning. I have pursued this effort in a variety of ways; attending conferences and webinars, following blogs, watching YouTube and TedTalks, enrolling in classes, and learning on my own through trial and error. It is through these avenues in which I will take a tool back to my classroom with visions of greatness through simplicity, engagement, high level thinking and advanced application.
Often times teachers including myself have the mindset that if it worked for teacher B’s class it will also work for mine, however this vision doesn’t always prove to be true as technology can often times create more problems than it solves.
Pinterest is a great source to illustrate this point. You see Pinterest has thousands of ideas that paint a portrait of making your life fabulous (similar to the idea that technology will make everything grand) They have everything from amazing home remodels, elaborate hairstyles, creative twists on getting your picky child to eat their vegetables, and photo ideas that would be worthy of being printed on the front cover of a magazine.
There are plenty of pictures floating around the internet labeled, Pinterest Fails. One example of the fails is a picture of adorable babies perfectly posed with Christmas props with brilliant smiles. The picture below has two babies occupied with the props in their mouths rather than perfectly posed.
A mom might pin the "perfect" picture as an idea to use when taking pictures for family Christmas cards. That mom, just like teachers using new technology see something that not only looks great but also looks attainable. However, the bottom picture shows that the great and attainable idea is actually harder than it looks. Many teachers could use the same words when describing their attempts when incorporating technology into their classrooms.
One of the reasons that so many teachers find themselves saying that technology creates more problems than it solves, is the fact that we expect perfection, or at least ease especially when an example presented appears to be flawless. The reality of this is that technology isn’t flawless. Add an elementary classroom and the introduction to a new tool to the mix and you might as well quit if you are expecting perfection.
In order to reverse this mindset teachers must provide scaffolds along the way in order for students to feel successful when using technology. These scaffolds include allowing students to explore a tool before being required to use it proficiently. Once students have explored the tool teachers should provide a solid model for students to follow. Finally there should be some time for students to share their experience and findings in order to create a community of learners. Students should be able to share what they found to work and what trouble they had. Within these sharing sessions students begin to learn from one another. Rather than just being held against a high standard that students see as unattainable they can use the scaffolds as building blocks in reaching proficient levels of work, and giving the credit that technology deserves as being a tool that truly does make our lives easier rather than creating more problems than it solves.
As a teacher who is 13 years into my teaching career, I can look back at increases in technology to demonstrate the rapid changes in the economy. As a high school freshman, the Internet was first available to the general public. Its advent has changed commerce in many aspects. Virtually all businesses now have a website and many conduct business online. As an example, it is much easier to make flight and travel reservations through the Internet than 20 years ago when travel guidebooks or a travel agent was required. Additionally, the cell phone industry has changed rapidly in the past 20 years. They have gone from flip-phones to smart phones that allow for access to the Internet and many applications that have changed our daily lives.
These examples present challenges for educators. At one point, I read that 65% of school children will have jobs that do not exist yet. (http://www.successperformancesolutions.com/2013/65-percent-of-todays-students-will-be-employed-in-jobs-that-dont-exist-yet/). Therefore, that presents challenges to teachers that will be teaching students for new jobs in this rapidly changing economy. As a math teacher, I have several thoughts on this. First, one advantage of mathematics is that, generally, the content and foundations of math will remain constant. Students will continue to need to be numerically literate for their career. However, students of today have a much different access to technology than 20 years ago. The traditional methods of teaching are likely not adequate for today’s students. I think it is imperative that teachers are continually striving to find new ways for students to interact with the classroom content. It is important for students to be problem solvers. Since many students will be involved in a career that does not currently exist, it is important for teachers to help students to critically analyze problems and determine ways to solve.
One difficultly I have found as a teacher is that creating activities high level learning activities can be difficult. I tend to use a teaching style that is similar to the way I was taught mathematics. However, I have strived to create learning activities that promote students having to problem solve as they interact with the content. I feel that this is critical in a world that has a rapidly changing economy and continually changing technology.
I love technology! Almost every student in high school knows how to do something on computers, whether it is a laptop, desktop, tablet, or smartphone. Being a business teacher, I see students knowing how to do some of the weirdest things on their tools. But when they come to use it for a practical application that they will need to use in the workforce like using WORD or EXCEL. Most don’t know how to use it properly. They can hit the space bar to line up items in word or they use a calculator to add up columns in excel. If they are given a project to complete, they work on it until they don’t know what to do. Then most cry for help. They haven’t learned how to use the technology to solve their problems by asking questions of the technology they are using. Now some say technology isn’t an application or program, but what would technology be if there wasn’t software.
When I was a senior in high school, our school purchased a PC, a Tandy TRS80 computer.
One… for a high school population close to 300 students. The thing was:
• This was brand new technology to us… a PC (a Personal Computer).
• It was nothing like the mainframes the office used.
• Our teachers were brand new to it also.
• There wasn’t an educational curriculum for it.
Someone determined to have a test group of a lucky students, “volunteers,” to be the "guinea pigs" during the last semester of the year. I was one of them. “COOL!” or so I thought.
1. We had no book other than a basic DOS programming book.
2. We were told to design a program that could be used on the computer by other students.
3. We would be our own class!
We were on top of the world…for a while. We were to use the computer during our selected period during the day, by ourselves, no teacher, no supervision. Then we found out, the memory was a cassette tape. We had no idea what memory was, what programming was, or what software was for that matter. And we had to design a program to do something! The time it took to save our project to a cassette tape at the end of our period took forever. If it took too long, we were late for our next class, if we got done saving to early, we had wasted time at the end of our class period.
During this time, we had to determine what project to create, learn the programming language, how long it was to take us, the correct usage and sequence of the wording to make it work correctly. If something was wrong, it didn’t tell us where the problem was, we had to find it, figure out what went wrong, and correct it.
We were told that by the end of the semester, we were to have produced something that would be useful for students to use in a class. I passed, somehow.
I created a simple accounting test that tested students with basic multiple choice questions. If they choose right, it congratulated them, and they continued with the test. If they answered wrong, they had to try again, repeating the cycle until they got it right. Sound familiar? The great thing was I learned during this process was how to problem-solve.
Since then, I learned how to use applications on the computers by reading the manuals that came with the computers or asking other users questions about how to do a specific task. Then I went back to the computer to work it out. With the exceptions of some very basic computer skills and programming classes, I got by. Sure. I’m still not a programmer but I did teach myself how to use the computer applications to do the best job possible. As I learned skills and developed them, I moved on to more advanced skills because I wanted to. I wasn’t satisfied with doing OK.
Today, that could be the problem. Technology has evolved into providing too much information to help to the user. The pre-PC generation didn’t have a computer doing everything for us. We had to learn to problem-solve, for example, make sure that words were spelled properly and sentences had proper structure and flow by using our proofreading skills to check our work, not once but several times.
That word, skills, still applies. The most basic survival skill is to be problem-solver. Even though most processing programs correct most spelled words and grammar, you still need to have the skill to solve any problem, like making sure your typed work is correct in all manners: spelling, word usage, grammar, conventions. Technology is making us too reliant on it by trying to do everything for us.
We, the pre-PC generation, want and need you to be able to be self-reliant, problem-solvers, good communicators, and great team players (even if you don’t like your teammates). Because you are the ones who will be paying for our social security paychecks (I hope) and taking care of us during retirement.
Business owners tell us, future employees need the following work skills to be successful:
• Problem-solving skills
• Soft skills
With those skills as your foundation, you should be able to do anything you want. Now, my job as an educator is to not only teach business subjects but these skills also.
Technology is great when it works. How many times have I had plans or lessons to be delivered online when suddenly we lose internet or the students forget their chromes. This one reason why so many teachers shy away from technology in the classroom. Many feel that it creates more problems than it is worth. While this may seem true while you are preparing to give an assessment only to discover the website is down, or the internet is running at a snail's pace.
Flexibility is key when using technology. You need to be prepared for not only what you plan, but what will happen if technology fails you. This is key to have a successful blended learning experience. Not all of my students have the same access to resources, so I have to be ready to provide them with alternative tools and information. Whether this is having them stay after school to use the internet, or printing off articles they won't have access to at home.
Technology, even with all its faults, has given us an amazing platform in which to engage and instruct our students. To those who say we have not had great gains from this technology, I would simply point out that our students are more aware of global issues than ever before. Technology has given us a way to connect with learners around globe. Through online discussion threads, blogs, even exploring the millions of pins on Pinterest. All of these factors outweigh the fact that technology is not perfect.
I believe that we need to approach technology with an open mind. We need to be flexible in not only our planning, but our thinking. There are so many benefits to using technology to engage and reach students that it shouldn't be something we sprinkle in here and there in our teaching. Technology has given us the ability to interact with students across the globe as we have a shared reading experience during the Global Read Aloud, it has allowed our students to speak with authors and scientists alike through Skype or Google Hangouts. Despite the faults of technology, the benefits of it's proper use certainly outweighs any struggles you may encounter along the way.
I often tell my students about how much technology has changed since I took my Education Media course in college. This course showed us how to use an overhead projector, how to thread a filmstrip, and brief introduction to what was then called the "World Wide Web." Sending an email was a new concept, and really reserved only for sharing weekend plans with your friends at other colleges. Technology has changed so much in the past 20 years, but has it really made things better in the world of education, or society in general?
Technology has provided us with great opportunities. We can communicate with almost anyone with the push of a button. We can find out about almost anything in the world by simply typing our interests into a search engine. Information is at our fingertips, and we don't need to wait for the book to come back to the library, or even go to the library at all! We can get almost anything we want delivered to our front door if we have a valid credit card and internet access. But does technology do more harm than good?
One of the negative aspects of always being accessible is the fact that we are expected to be available 24-hours a day. We used to be able to go home and relax without getting emails and text messages demanding information right now. We are losing the ability to find information without the use of Google. When I take my children to the library, they have no idea how to find a book, or any other information without looking it up online. We are communicating so much through computers and smart phones, that I fear we are losing the ability to communicate in a real life face-to-face encounter.
We are starting to live in a paperless world, where everything is digital. This is great for saving trees and organizing information. The only problem is when the system malfunctions, or the power goes out. I feel that our world has benefited from technology in general; however, I do feel that we there is some harm that come with it. We has humans need to make the decision to live in a world where technology helps us, but doesn't run our lives.
Children are wiser than adults in some parts of life. The mind of a child learns easier and quicker than a "set in the ways" mind of an adult. For example, students that I see can pick up on technology easier than my much older parents. I've also witnessed children learn many languages where an adult struggles more with learning additional languages. Children are wiser in these ways, but adults think through situations in a better fashion most times. Learning at a younger age is easier, but learning your whole life is what makes one an intelligent adult.
Another case in point is that children think they know more than adults. Then they grow up and realize their teachers, parents, and other adults were not nearly as wrong as they initially thought. That is one of life's great mysteries.
Big Idea: What students "ought to learn" is open for debate
Given the growing focus on standards to drive the construction of curriculum for the modern day classroom, there is a lot of discussion about what should and should not be taught as part of a class on any particular topic. This discussion is part of a debate about the role of the teacher as the delivery mechanism for content. Politicians, administrators, parents, businesses, and many other parties all have invested interest in creating content that is meaningful, purposeful, and adequately rigorous. However, just because someone has an interest in the outcomes of education, does that necessarily give them the right to have a say in the development of content.
This debate has similarities to the development of a new piece of innovative technology. Even though I (as a consumer) have an invested interest in the quality, effectiveness, cost and availability of this technology, that doesn't necessarily give me a role in the development of the technology. I have no expertise that would help me provide practical input about the product; I have no resources to provide that will affect the development of the product; and I have no experience using this product that would yield any meaningful feedback about its development. That said, once the product exists and I have access to its use ... I am in a much better position to provide input that would be of use to those tasked with the product's creation. But the developmental process necessarily needs to start with those possessing the expertise to direct this production with maximum relevancy.
In education, everyone wants students in that system to be the "best product" they can be. Unfortunately, the "outcome" at the heart of this debate is a person ... not a thing. How does a politician, or an administrator, or a parent provide input about the developmental process of our public education system when they are not the target of its efficacy? If they are not directly connected to the learning of any individual student in that system, then the value of their input is diminished in direct proportion to the distance of their connection. Those more closely connected to the needs of the student, necessarily have more value attributed to their input. They are on the front lines, and their input should have greater relevancy to the discussion what "should be taught". However, over-reliance on rigid metrics like standardized testing as a measure of instructional effectiveness is not a way to develop "expertise" about outcomes or quality of content. This rests exclusively with the individuals in the system, and their is simply no substitute for their input. Students "should be taught" what they want to learn, and it is up to the teacher to connect that desire to learn with the tools that will help that student be successful in life.
Well, some may disagree on this. Shouldn’t students be learning the same things parents and grandparents learned “back in the day?” It was good enough for them, why isn’t it now?
To illustrate this point, let’s look at a day in the life of a local substitute teacher. Ms. Sub comes in bright and ready for day in 5th grade. She discovers that the class is “one-to-one,” meaning all of the students have their own laptops. Ms. Sub retired a few years ago, and having technology at the students’ fingertips is not something she is used to or enjoys. In her mind, a lot of trouble can come from the world-wide web, and she doesn’t want it to happen on her watch.
She is happy to see that reading is first in the day, and a vocabulary story assignment is something she is familiar with. As she begins the reading block, she realizes that the plans say the students are to use their laptops to watch videos and see examples of the vocabulary words before recording their definitions in their online dictionaries. “What is wrong with paper??” she wonders. She then assigns the story for the day, realizing that there IS an actual book for this, but the students also have the option of reading it/listening to it in an online form. “This is ridiculous,” she thinks. She believes students should be using the book, and wonders how they are learning to read if they can listen and follow along as an option.
The story is about the plight of honeybees. It is a short story highlighting different scenarios around the country involving diminishing honeybees. She is tempted to change the plans to not involve the laptops. She could just assign the story, and have them record their vocabulary words on paper using the few classroom dictionaries she sees on the back shelf. This would eliminate her worry of the evil lurking in the online world and the students’ fingertips, and they’d still be learning what they are “supposed” to be learning.
She decides she’ll stick with the plans considering she’d like to continue subbing here and following the plans is the best way to accomplish this. As reading progresses, she notices as she walks around that students do not just have definitions in their online dictionaries. Students are dragging pictures and examples from online to illustrate the words. As they read the story, they have a “Guess what” page that students are adding to. After reading the story, some have researched bees further and posted videos and interesting facts about honeybees and colony collapse. Others have posted ideas to do at home to help save the bees.
The discussion at the end of the reading block not only involves what they have found their vocabulary words to mean, but what they have discovered on their own about honeybees.
Should Ms. Sub have limited the class on what she believed the children “ought to be” learning and how they should be learning it? It is something to think about. How do we limit our students based on what we think they should be learning or what we should be teaching?
"Technology creates more problems than it solves," is something you may hear from old-school grumps that refuse to jump on the technology band wagon. I am not ashamed to say I've been one of these old-school grumps, and until recently I refused to welcome the advances of technology, especially within the classroom. As a substitute all I could see at first was problems. The biggest was monitoring the vast world wide web that was immediately at the fingertips of the students. All I could see was the distractions and temptations to get off task. All the gaming sites, Pinterest, Netflix, TV shows, chats, etc. In my position, this was all very overwhelming. But then I walked into my first "flipped classroom," like described in our modules in this course. Immediately I could see the benefits of this class. The students were so excited to watch the lessons the teacher had previously recorded and participate at their own pace. They could rewind if they needed slower pace for notes, they could go back if they missed something, they could record their questions to ask later in class, the possibilities really were endless.
That was my light bulb moment. I went from an old-school grump saying "Technology just creates more problems than it solves," to "Maybe technology really does open the door to endless learning opportunities." This led me to a thought that I found very challenging, "was it really technology causing all the problems, or was it the operators?" What I mean by this is that prior to the positive experience that I had with the flipped classroom, all I had witnessed was students turned loose on their computers with hopes that they may make the right choice and do their lesson. There was no guidance, no direction, no oversight, no encouragement, etc. I realized then that there was a right way, and a wrong way to implement technology in a classroom, and many of the "problems" were largely preventable when the technology was used in an appropriate manner. This challenged me because by refusing to learn about technology and the opportunities, I had become part of the problem with technology that I was so against in the first place. I didn't have the knowledge, or the skill set as an educator needed to help the students use the technology appropriately.
The fact of the matter is that technology is seemingly here to stay, so I challenge you readers with this, "In regards to technology, are you part of the problem, or the solution?"
In terms of technology, the question of "what students ought to learn" is constantly evolving. Technology is ever changing as is the world our students live in. Educational technology has changed greatly since I started teaching 17 years ago and even more from when I was a K-12 student. I believe what a student "ought to learn" is how to choose and use technology safely and effectively. Teachers need to be able to differentiate between numerous technological initiatives and applications. They need to choose what works best for their subject matter, their unit or lesson and their students. An educator must then be able to teach their students the best platform for sharing and conveying their learnings.
More is not better in most cases in education. The old saying of "an inch deep and a mile wide" in terms of educational practices seems to be very true with most educational initiatives. I believe that the human element of an educator is important in selecting technology that enhances our classrooms and subject area. It should fit the subject, the lesson and the students. When it comes down to those three elements who know more then the teacher? In my area technology a total online class is probably very unrealistic. Many of my classes are very hands on and what I would call studio oriented. That does not mean that there can not be a very effective use of the blended classroom to enhance student success outside of the art class room. It is my responsibility to search and implement effective as well as efficient technology to enhance studio art.
I don't believe that technology can replace the hands on creative process that art classes offer our students. Just as visiting Freedom Rock can not be replaced with playing Oregon Trail on an old Apple to learn about the westward movement. However, technology can greatly enhance the design process in terms of sharing ideas with others when they spring up in our imaginations. Many times I have had an "a-ha" moment of inspiration for a project outside the school day. I find it unrealistic that I hold my students accountable to come up with their best inspirations for their projects in the hour class time we have together. Technology allows my students to log on, share and communicate their ideas outside the class hour or school day. Sharing and asking advise should be open 24 hours a day in terms of student project development. The ability to work on project outside the school day should also be promoted. If a student enjoys working on their project and shows a passion for art, I should foster that interest by giving every possible material, supply or platform to share the students success I have access to. Art supplies are always allowed to be checked out. Now I see the importance of giving the student an opportunity to communicate ideas and document the design process electronically.
I believe that the students know more about today's technology and how to use it. In many cases they teach me how to use the newest technological advancements. The thing I need to teach them is how to use technology safely and the importance of knowing the importance of the digital footprint they leave behind. My previous AEAPD Online classes I have completed on Digital Citizenship helped me gain a greater understanding of how to communicate the importance of digital citizenship and online safety that my students might not truly understand.
Does technology create more problems than it solves? Yeah, sometimes maybe. But, being a teacher in the 21 Century we have to create an atmosphere in our classrooms that is pro technology. Teachers must overcome the negativity of technology in the classroom and get with the times. Teachers must learn the ins and outs of technology themselves in order to have success in a technological classroom. How do we stay one step ahead of our students who have been born into a technology based world? This is a scary predicament for teachers. Especially when many of our students are more tech savvy than we are.
Educate ourselves!! That's how we do it! Technology in classrooms is not a problem, if we as teachers, embrace it. There are many classes offered through our own districts, AEA's, and state/private colleges that we can learn from. The key is to start small. Begin with one class and try implementing the ideas we have learned into our own classrooms. Once we start, there is no turning back. Technology is not going away and we have to be able to understand it, teach it, and be the support system for our students as they use it.
Why not learn from our students? Classroom chemistry is huge in a good learning environment. We, as teachers, can definitely learn from our kiddos. When we are stuck on something that involves technology, ask students for help!! Many times they will know the answer and when a student can help out a teacher, how awesome is that? So many great things can happen when we are able to work together.
Educate our students!! Even though our kids have been born into technology, many do not know how to use technology properly. They have winged it and self taught themselves their entire lives. Many do not know how to use Word or PowerPoint. Many have not been taught the proper size, font, and spacing to type essays. This is something teachers take for granted. We think students already know these things.
When teachers assume that students already know these things and create a lesson around it, it causes some major headaches. The preteaching needs to be done ahead of time in order to find out what our students already know and don't know. Remember, too, there are going to be a few students that have not had much experience with technology and their learning curve is going to be much higher.
Honestly, technology can be a huge problem if you teach in a district that isn't prepared for it. Having enough computers for every student in your classroom is a must. It's very hard to build a 21st Century classroom without the computers to do so. Proper internet connection and bandwith is also critical. Teaching with technology will be very frustrating for you and your students if your district is poorly equipped for the change.
All in all, technology being a problem in the classroom is up to us as educators. If we educate ourselves and our students properly technology could end up being the best thing we can do for our students. Technology is the real world and our job, as teachers, is to prepare our kids for the real world.
It’s hard to determine what children ought to learn, because we can’t really tell until after they’ve grown up and we see what they’ve missed. A good way to find out then might be to look at successful people and determine what they learned. Of course, that involves how we measure success. Some think of success as advancement in a career; some, as gaining respect of colleagues; some, as making lots of money. There are many other examples, but for me it is measured by a willingness to take responsibility for one’s actions, being helpful and kind to mankind, being grateful, and supporting oneself with some type of work.
My husband and I have four children. They are all married, and each have children for a total of six grandchildren. We strove to make sure that children were learning basic skills in school like math, English, etc., but also regularly challenged them with problem solving techniques. Identifying a need or a problem is followed by researching what to do about it. Next, finding the materials or skills needed to fix or develop. Most often, implementing includes making mistakes. We rejoice in those!! Learning from mistakes is a basic tenet of problem solving, and there are many steps to a final, successful project.
Our sons both work in the computer science industry for large companies where they solve problems daily to help customers and colleagues. Aside from his work space, one takes apart and repairs cpu’s, montitors, and other computer parts sometimes as a volunteer and sometimes for pay. The other enjoys building and designing wood projects with a specific, unique purpose for their home, such as a specifically sized type of ladder/stool for his 3-year old daughter to use by the kitchen counter in order to “help”.
Our daughters both teach, which of course, involves daily problem solving people skills, but also, like-long learning as exemplars to students. Units and lessons do not remain static from year to year, and in fact, they are ever changing. Both of them have begun to play the game of bridge where their problem-solving skills shine.
In the first paragraph, I referenced my measure of success. All of our children measure up to those standards, and with those qualities have become exceptional doers, movers, and shakers in their work environment, community, and family. Most of all, we can see stunning outcomes in our grandchildren. They are grateful children. They do not show signs of feeling entitled. They are concerned about other’s needs and willing to step up and help without being asked. They make mistakes, and learn from them. They’ve learned there are consequences to their actions, and sometimes they’ve even changed their behavior as a result! Much of what children ought to learn comes from parents and their home environment, but as teachers, we can demand skill-learning while reaching for application of skills leading to problem-solving.
Google defines someone who is wise as having good judgement and being enlightened. While many adults have wisdom because of their experiences, children are born with wisdom. I truly believe children have more wisdom than adults. At least they are until they are taught to think differently.
Children have good judgement. Adults may have clouded judgement. In Jerry Spinelli’s book, Loser, he has a very interesting look on wisdom and judgement. He compares judgement through little kid eyes and big kid eyes. Little kid eyes do not see race, gender, or socioeconomic status. They don’t pass judgement. They question out of curiosity, not out of defiance. They accept people for who they are. Big kid eyes, however, notice differences, call out mistakes, single out certain people, and mock someone’s uniqueness. When children become older, they start judging by appearance. They lose their ability to make good judgements based on merit. They lose some “wisdom”.
When my youngest daughter attended daycare as a three year-old, she had to teachers named Brittany. One was African American and the other one was Caucasian. She was telling a story that involved one from that day at daycare, and I asked, “Which Brittany?” With the wisdom only a small child with little kid eyes could contain, she said, “Brown haired Brittany.” It truly opened my eyes. My daughter didn’t see skin color. She separated them by hair color. I was astonished and proud.
I have also witnessed my daughters being asked to play by many kids. Kids are not shy. They see a possible friend to play with, and they go ask. They don’t hesitate because the potential friend looks different than them. They don’t find out what toys they have before they are deemed worthy of friendship. They simply don’t pass judgement. They are wise.
I wish adults would look to the children and see through their eyes. Then we could change how we make judgements. Thus, we would become wiser.