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TEXT 3
THE PAPERLESS CLASSROOM IS COMING
Michael Scherer
Back-to-school night this year in Mr. G’s sixth-grade classroom felt a bit like an inquisition.
Teacher Matthew Gudenius, a boyish, 36-year-old computer whiz who runs his class like a preteen tech startup, had prepared 26 PowerPoint slides filled with facts and footnotes to deflect the concerns of parents. But time was short, the worries were many, and it didn’t take long for the venting to begin.
“I like a paper book. I don’t like an e-book,” one father told him, as about 30 adults squeezed into a room for 22 students. Another dad said he could no longer help his son with homework because all the assignments were online. “I’m now kind of taking out of the routine.”, he complained. Rushing to finish, Gudenius passed a slide about the debate over teaching cursive, mumbling, “We don’t care about handwriting.” In a flash a mother objected: “Yeah, we do.”
At issue was far more than penmanship. The future of K-12 education is arriving fast, and it looks a lot like Mr. G’s classroom in the northern foothills of California’s wine country. Last year, President Obama announced a federal effort to get a laptop, tablet or smartphone into the hands of every student in every school in the U.S. and to pipe in enough bandwidth to get all 49.8 million American kids online simultaneously by 2017. Bulky textbooks will be replaced by flat screens. Worksheets will be stored in the cloud, not clunky Trapper Keepers. The Dewey decimal system will give way to Google. “This one is a big, big deal,” says Secretary of Education Arne Duncan.
It’s a deal Gudenius has been working to realize for years. He doesn’t just teach a computer on every student’s desk; he also tries to do it without any paper at all, saving, by his own estimate, 46,800 sheets a year, or about four trees. The paperless learning environment, while not the goals of most fledgling programs, represents the ultimate result of technology transforming classroom.
Gudenius started teaching as a computer-lab instructor, seeing students for just a few hours each month. That much time is still the norm for most kids. American schools have about 3.6 students for every classroom computing device, according to Education Market Research, and only 1 in 5 school buildings has the wiring to get all students online at once. But Gudenius always saw computers as a tool, not a subject. “We don’t have a paper-and-pencil lab, he says. When you are learning to be a mechanic, you don’t go to a wrench lab.”
Ask his students if they prefer the digital to the tree-based technology and everyone will say yes. It is not unusual for kids to groan when the bell rings because they don’t want to leave their work, which is often done in ways that were impossible just a few years ago. Instead of telling his students to show their work when they do an algebra equation, Gudenius asks them to create and narrate a video about the process, which can then be shown in class. History lessons are enlivened by brief videos that run on individual tablets. And spelling, grammar and vocabulary exercises have the feel of a game, with each student working at his own speed, until Gudenius – who tracks the kids’ progress on a smartphone – gives commands like “Spin it” to let the kids know to flip the screens of their devices around so that he can see their work and begin the next lesson.
Source: TIME- How to Eat Now. Education: The Paperless Classroom is Coming, p. 36-37; October 20, 2014
Mining tourism in Ouro Preto
Ouro Preto is surrounded by a rich and varied natural environment with waterfalls, hiking trails and native vegetation partially protected as state parks. Parts of these resources are used for tourism. Paradoxically, this ecosystem contrasts with the human occupation of the region that produced, after centuries, a rich history and a cultural connection to mining, its oldest economic activity which triggered occupation. The region has an unlimited potential for tourism, especially in specific segments such as mining heritage tourism, in association or not with the existing ecotourism market. In fact, in Ouro Preto, tourism, history, geology and mining are often hard to distinguish; such is the inter-relationship between these segments.
For centuries, a major problem of mining has been the reuse of the affected areas. Modern mining projects proposed solutions to this problem right from the initial stages of operation, which did not happen until recently. As a result, most quarries and other old mining areas that do not have an appropriate destination represent serious environmental problems. Mining tourism utilizing exhausted mines is a source of employment and income. Tourism activities may even contribute to the recovery of degraded areas in various ways, such as reforestation for leisure purposes, or their transformation into history museums where aspects of local mining are interpreted.
Minas Gerais, and particularly Ouro Preto, provides the strong and rich cultural and historical content needed for the transformation of mining remnants into attractive tourism products, especially when combined with the existing cultural tourism of the region. Although mining tourism is explored in various parts of the world in extremely different social, economic, cultural and natural contexts, in Brazil it is still not a strategy readily adopted as an alternative for areas affected by mining activities.
(Lohmann, G. M.; Flecha, A. C.; Knupp, M. E. C. G.; Liccardo, A. (2011). Mining tourism in Ouro Preto, Brazil: opportunities and challenges. In: M. V. Conlin; L. Jolliffe (eds).Mining heritage and tourism: a global synthesis. New York: Routledge, pp. 194-202.)
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