Cedarwood Connected Learning & the Use of Technology
Suddenly, we have become completely reliant on screens and computer technology in order to do our work, express our thoughts and feelings, and to make our connections with others.
This directly challenges the sphere of education in general, but specifically Waldorf schools worldwide, as our pedagogy is based on in-person relationships, with each other and with nature.
Where does Cedarwood stand as a Waldorf school in relation to computer technology? Let’s try to bring light to this question.
Let us first draw a distinction between preferences and necessity.
As you all know, the use of computer technology and screens would never be our preference over in-person connections. To prefer one thing over another necessarily implies that there are other options. Waldorf pedagogy guides us to choose what is best for children out of various alternatives available in life; to avoid screens as much possible is our clear guidance when our preference is possible.
Please know that distance learning is not at all our preference.
Under the current circumstances — circumstances that are now our global reality — the use of technology has become a must. There is no other choice. We do, nevertheless, have the creative freedom to use it in the most healthy, inspired, and effective way possible.
We are already adept in facilitating warm learning environments for our students, and delivering academic content effectively through the cultivation of close relationships between students and teachers, and our whole community. In the face of current necessity, Cedarwood teachers will soon become masters at engaging children’s senses, feelings, and imaginations through the electronic medium.
We will diligently seek better ways to generate warmth through Cedarwood Connected Learning and continually improve our offerings, from the pre-kindergarten through the middle school.
Our administration and faculty are working together to review, refine, and re-form a comprehensive program offering, both for our current academic year and in preparation for any unknown scenarios in the years to come.
The goals for our Connected Learning program are to:
Offer a steady and dependable rhythm in the lives of our students and families
Create a user-friendly program that reduces the workload of parents and caregivers
Provide opportunities for maintaining warmth and connection between students, teachers, and families
Design and deliver educational programs that evoke and enrich students’ imaginations, inspire their wills, and enkindle their love for learning, so that their participation results in active interest and engagement with the world
Generating and maintaining warmth is key to each of these goals. If the environment is filled with true connection, our children will feel safe, and learn and develop optimally in spite of the current situation.
This applies outside of our virtual classrooms, as well!
As long as soul warmth is preserved amongst adults, we can keep our community together. Please be active participants in this mutual creation. The more warmth we can generate, the more we can continue to educate our students in the best way possible.
The experience of this pandemic will remain in each of our memories for life. It is our strong hope that our students will carry their memory of this crisis with strength, confidence, and a sense of belonging. As human beings, we have the power and freedom to choose our path rather than be victims of this challenge.
Cedarwood Waldorf School is a dynamic community-based organization. It is our intention that we continue to learn and grow together, with the hope of creating a better world, as best as we possibly can.
Chiaki Uchiyama is Cedarwood’s Pedagogical Director, and teaches the Japanese language program to our middle school students. Born and raised in Yokohama, Japan, Uchiyama Sensei moved to the United States in 1997 and taught Japanese language at Cedarwood for 20 years before becoming the Pedagogical Director in 2018. Although she misses the fun of teaching Japanese language to the children, she finds infinite satisfaction and fulfillment in supporting our students, teachers, administration, parents, and the whole school community.