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Menlo Hosts the First Annual International Fair

The Coat of Arms Editorial Board — Mon, 14 Mar 2011 00:45:07 +0000

Christina Dong, Staff Reporter

Updated:

Sun, 03/13/2011 - 5:32pm

Christina Dong, Staff Reporter

Sophomore boys and Science teacher David Spence perform a traditional Maori dance from New Zealand

On March 12, the Menlo community gathered in the athletic center for the school’s first-ever International Fair. Middle and Upper School families and faculty spent the afternoon exploring the many cultures represented at Menlo while also gaining awareness of current international issues. With an emphasis on global citizenship, the fair expanded students’ horizons and allowed them to learn more about others’ backgrounds and heritage. Though preconceptions of the event were widely varied, in general, the International Fair impressed and exceeded the expectations of all who attended.

The Middle School Steel Pan Drums band as well as a flag-adorned walkway welcomed more than 400 students, families, and faculty as they entered the athletic center and were exposed to the vastness of Menlo’s cultural diversity. Overall, the fair placed a strong emphasis on global citizenship and making a difference in the world. In his opening remarks, Head of School Norm Colb addressed the recent earthquake in Japan and the concern that the Menlo community expressed. “The only ray of sunlight from that terrible tragedy is that it reminded us all, once again, that whatever the differences may be between the people of this country and the people of [Japan], we’re all citizens of one world and our essential humanity is much, much stronger than the forces that too often try to drive us apart,” Colb said.

According to Menlo International Fair Co-Chairs Diana Bergeson, Anne Avis, Helen Plewman, and Purvi Kunwar, the purpose of the event was to learn more about Menlo’s diversity and about internationalism around the world. Students and their families were encouraged to share their backgrounds and develop a greater understanding of one another. Most importantly, students were able to gain awareness of global issues and expand their world perspective.

The main gym was filled with booths representing numerous countries including China, Japan, Israel, Turkey, Iran, India, Haiti, and many more. At these booths, students learned about traditions, culture, and food of the various nations represented. In addition to country-specific booths, many booths educated students about certain international organizations and global issues. Knight Vision ran a booth that provided information about fair trade and Camfed, an organization that fights poverty and HIV/AIDS in Africa by educating girls and empowering women. A student-run organization, Kids Against Poverty, sold beaded bracelets at another booth. Other organizations represented Millennium Development Goals, Developments in Literacy, and the Haitian Sustainable Development Foundation.

Student-run games and activities representing a variety of cultures created an entertaining atmosphere in the gym. The games included a Japanese marble game, Mexican bingo, Chinese yoyo, African mancala, and Korean jacks. Many other games were featured as well, originating from countries such as France, India, and Spain. Those who attended the fair could also participate in activities like calligraphy, origami, and henna.

The west gym served as the International Café, in which tables were filled with delectable international cuisine. The dozens of dishes offered a taste of many cultures, including many Asian and European countries, Africa, the Middle East, Mexico, Colombia, and Panama.

Performances occurred throughout the fair, beginning with student performances from Middle School dancers, Upper School Bollywood dancers, and the Middle School chorus. Upper School science teacher David Spence led a group of sophomore boys in a Maori War Dance (the Haka), generating much excitement from the audience. Later in the program was a Chinese lion dance, followed by a performance from the Tat Wong Kung Fu Demo Team of San Mateo. Middle School History Department Chair Rosetta Saunders, along with Sistahs of the Drum, performed African drumming, which concluded the fair. “Rosetta Saunders brought down the house,” junior Brett Caplan said.

To expand the global perspectives of students and their families, the International Fair included a laptop area, in which different computers displayed news, activities, and information on international issues. Featured new websites included CNN, China Daily, Le Monde (French), and Al Jazeera (Arabic). Students could also test their knowledge with international food quizzes and use Freerice.com, a site in which users can donate rice to third world countries by playing word games. Other laptops offered information about international summer programs, displayed recipes for international dishes, and provided the opportunity to donate to Japan’s earthquake relief efforts.

The fair included a keynote speaker, Sara Abassi, who is a philanthropist committed to providing access to education worldwide. She currently serves on the Board of Directors for Developments in Literacy (DIL), an international non-profit organization that works toward the advancement of female literacy in Pakistan. Abassi is on the Menlo Board of Trustees as well. She spoke to the school community about the value of diversity and how it is embraced at Menlo. Her message to students emphasized that their generation should be aware of what occurs elsewhere in the world, and that the importance of global citizenship is one of the most significant values of the school. Abassi encouraged students to find their own cause to support so that they can make a difference in the world, and more importantly, be the change they want to see.

In the weeks leading up to the fair, many students were unsure of what to expect at the event, and some were even slightly skeptical. However, the fair impressed the majority of students and exceeded the expectations of almost all attendees. “I loved everything about this fair,” junior Joshua Reason said. Students particularly enjoyed the performances and the large selection of food. “The food is absolutely amazing, but I think it’s more than just the food […] I could go to anywhere and eat a lot of food, but there’s a really good atmosphere here where [you’re] here with a lot of your friends and there are a lot of people who are actually interested in what goes behind the food,” junior Alec Drobac said.

Junior Class Dean Andy Kitt feels that the fair most certainly lived up to the hype that preceded it and agrees that the event surpassed his expectations. “I was a little nervous when I looked at my calendar and [saw that it was this] Saturday, but I hadn’t really heard much talk about it. So I’m really happy about the turn out,” Kitt said. “There’s some representation from all the classes.”

Faculty, students, and parents all agree that the amount of involvement, especially that of students, was remarkable. Seventh grade student Andy Parker feels that the fair was an excellent opportunity for students to be involved, as most of the booths and games were student-initiated and student-run. Parker also added that the fair was “spectacular” and exceeded his expectations. Menlo parent Jill Parker appreciated that the fair was such an excellent place for members of the Menlo community to share their backgrounds and heritage. “I really didn’t realize how many people were going to be involved,” Kitt said. “It’s fantastic.”

Those who attended this year’s International Fair are in overall agreement that Menlo should hold the fair again next year. Students feel that it would be a fun event to have year after year. “It’d be nice to have it as a tradition,” Kitt said. “I really haven’t seen ethnic diversity celebrated [at Menlo], except in pockets. […] It’s nice to see it all together.” There is much interest in the Menlo International Fair becoming an annual event and possibly an event open to the public and not just the Menlo community. This allows Menlo to continue placing emphasis on global citizenship and to continue celebrating its growing cultural diversity. “In this school, differences enrich us—they don’t drive us apart. That makes us very special,” Colb said.

Teacher Interview: Cathy Chen

Kaitlin Demma — Wed, 09 Mar 2011 20:00:38 +0000

Kaitlin Demma, Photo Editor

Updated:

Wed, 03/09/2011 - 11:59am

menloschool.org

COA: Chocolate or cheese?

CC: Cheese, always salty over sweet.

COA: What are some of the strangest application answers you received at USC?

CC: I once received a letter from Santa on behalf of a student, and there are other very interesting things that are not appropriate for the school publication.

COA: What is your vacation spot of choice?

CC: Well I am going to Switzerland this summer so that is my vacation spot of choice as of right now.

COA: Sand or snow?

CC: Sand 100%, I am an LA girl.

COA: What is your favorite breed of dog?

CC: Mowgli

COA: What is the hardest part of being the senior dean?

CC: There is two hard parts. Number one is second semester senior and the second part is letting them go

COA: What is your favorite season?

CC: Spring because I love it when all the grey lifts.

COA: Who is your favorite quarterback in the NFL?

CC: Who ever the quarterback is for the Packers is, because that is my husband’s team. Aaron Rodgers!

COA: Harry Potter or Twilight?

CC: Harry Potter, no question about it.

Athlete of the Issue; Sophie Sheeline

Richard Harris — Wed, 09 Mar 2011 19:58:10 +0000

By Samantha Hoag

Updated:

Thu, 03/10/2011 - 12:00pm

Junior Sophie Sheeline finished the season having played with voracity and intensity, leading the Knights offense to a 6-5-9 overall record this season.

“Sophie is the kind of player that you can always count on to fight hard every game. She gives her all, playing with aggression and passion. In addition, she is great to have in practice, always positive and encouraging,“ sophomore goalie Julia Dressel said.
Sheeline was a consistent scorer for the Knights, especially in close and important games. She was supported by a solid defense including fellow juniors Elyse Adler and Shannon Lacy, and worked fluidly with senior captain Kelly Cavan to produce in the offensive line. Cavan assisted the majority of Sheeline’s goals.

“We had a lot of talent on our team this season. Unfortunately, we also had a lot of ties, which got pretty discouraging. Luckily, we played really well in games that counted, so we had a good season,” Sheeline said. “What really helped our team this year was our close team chemistry on and off the field, and I can’t wait for that to continue into next season, since we have a lot of returning players.”

Baseball defeated by #3 Saint Francis in a tough loss

The Coat of Arms Editorial Board — Wed, 09 Mar 2011 19:49:23 +0000

Elena Mendez-Leal, Staff Reporter

Updated:

Wed, 03/09/2011 - 11:43am

Elena Mendez-Leal, Staff Reporter

Senior Jake Bruml pitches the ball in the 5th inning

The Menlo boy’s varsity Baseball team played valiantly against the Saint Francis Lancers who are currently the third best team in the country. Opening the game with pitcher Senior Jacob Bruml, the team kept the score tied through the first couple innings by fighting hard. However, after the 5th inning, St. Francis scored a string of runs that helped them win the game.

Pitchers on both teams were struggling on keeping the ball in the strike zone. Bruml hit two players and the opposing pitcher walked consecutive Menlo batters until the bases were loaded.

The score remained tied at 2-2, until the 5th and 6th inning came around and St. Francis took off, scoring a total of seven runs in the two innings.The Knights changed pitcher to Junior Jake Batchelder who beforehand was stationed at first base trying to stop St. Francis’ sudden wave of runs.

Under the stress, the Knights fumbled and were unable to complete their plays as flawlessly as they would have liked. The Lancers took advantage of the Knights' mistakes and stole as many bases as they could, trying to increase the gap between the two teams. By the seventh inning Menlo had lost all hope of returning. With a final attempt to catch up, Junior Freddy Avis was sent to the pitching mound. The finals score was 9-2 in favor of St. Francis.

Alumni reflect on college readiness

Richard Harris — Wed, 09 Mar 2011 19:36:20 +0000

By Samantha Hoag and Brooke Bullington, Staff Reporters

Updated:

Thu, 03/10/2011 - 12:00pm

Photo courtesy Mila Sheeline

Dartmouth Freshman Mila Sheeline adjusted quickly to college life

As college decision letters have begun to come back, senior members of the Menlo community are beginning to wonder if Menlo successfully lives up to its mission of preparing students both socially and academically for college life. According to the Mission Statement, “As an outstanding college preparatory school, Menlo places great emphasis on helping students acquire the academic foundation and sense of responsibility needed to achieve success in college and beyond.”

Like many other schools, Menlo students have a rigorous academic schedule with challenging courses and a heavy workload. However, according to Menlo graduates, what differentiates Menlo from other schools are the fundamental skills taught at the Upper School.

Although students aren’t always aware that they are developing these skills, the study habits and basic foundations taught in Menlo classes, especially reading and writing, have allowed graduates to excel in college. “I feel ahead of my peers in terms of the foundations I have in every subject. I think I'm starting on a higher platform than many, whether or not I stay there as the class progresses,” Dartmouth freshman Mila Sheeline said. Jack Foley, a freshman at the University of California San Diego, agreed, adding that, “any poor grades after this point are due to user error.”

However, college counselor Brad Ward gave a possible reason for students’ not feeling prepared. “We can’t prepare every student for every college, because there are things that we don’t offer that some colleges do. So the kids won’t always know if they like things like psychology and geography and German, because we don’t offer them.” However, Ward continued, “do we prepare them for the rigors of reading substantial amounts of materials and writing a lot of papers? The answer is: yes, we try. It depends on the college they go to.”

Even though Menlo students generally feel prepared for college academics in terms of great time management skills, they are often surprised by how much faster college moves compared to their high school classes. “Menlo didn’t prepare me for how quickly college moved. We’ll cover in 10 weeks what Menlo covered over the course of a year just because of how the quarter system works. My workload is also much greater, even though I only have 3 classes instead of 6, but luckily, like I said, Menlo taught me how to study and budget my time,” Sheeline explained. Deborah Wohl, a freshman at Washington University in St. Louis, added, “I think that Menlo prepared me really well for college, but my college classes are still so much harder than anything I ever did at Menlo.” Due to the overwhelming college workload and the fact that classes are moving so fast, students have no time to procrastinate, graduates say. This is a major adjustment, because in high school, many Menlo students find themselves wasting time and avoiding schoolwork through many distractions. However, once in college, students must immediately eliminate this bad habit.

Also, the college lifestyle allows for more freedom and independence than Menlo offers. Students are forced to make more decisions on their own. This leaves college students with mixed emotions. Some feel overwhelmed by the abundance of decisions they have to make. “There are so many more choices in college and not as many at Menlo, that trying to choose what to take can be a bit daunting,” Brown fifth year senior Jake Heimark explained. Others feel as if the freedom can lead to boredom. “There isn’t always something to do, as you may think there is,” Foley said. “It is hard not to compare your own experience to those you’ve heard about or see on Facebook, which will always look more fun. I was constantly stimulated at Menlo with athletics and my social life, so I did not expect to have so much down time here in college,” he added.

Because Menlo is a relatively small school with only 580 students enrolled in the Upper School, when students make the decision to attend large colleges, they often need to make major adjustments. At Menlo, every student is valued, and there is an emphasis on close teacher-student relationships. This philosophy is very different from larger schools, where a single professor may have hundreds of students, making it impossible to have the same student-teacher relationships. “I am still learning how to study at a school where the teachers don’t know your name, don’t care if you pass, and don’t mind if you can’t understand their accent,” Foley said.

Some Menlo graduates also have a hard time socially transitioning to college. “The first couple of weeks of college are probably one of the most awkward times for everyone because no one has any friends,” Wohl said. However, Stanford freshman Alec Lawler added that “if you are nervous about leaving home without knowing anybody, just understand that you are in good company, and everyone is looking to make new friends as well.” So, although the transition to college may be uncomfortable at first, it’s like that for everyone. Entering a new environment is never easy, even for the seemingly most likable, confident person.

While alcohol is illegal for high school students and not tolerated at Menlo, it is a major part of college life, and many alumni have found themselves unprepared to handle social situations involving alcohol in college. “The transition to college was hardest, and worst, for those who didn’t drink in high school. Getting plunged into a college social scene with no experience dealing with alcohol resulted in bad situations and was dangerous for a lot of kids who didn’t drink in high school,” Sheeline said.

Often, Menlo is referred to as being in a “bubble.” Menlo students have frequently heard this, but whether this truly resonates with students is another question. “I did not realize how much of a bubble Menlo really was when I was there, despite hearing it so often. The culture here is very different, and I am surrounded by people unlike anybody I knew at Menlo. This is not intrinsically a bad thing, as new perspectives are always nice,” Foley commented.

Girls Soccer ties 1-1 with Sacred Heart Prep

Annie Schien — Fri, 28 Jan 2011 05:56:45 +0000

By Samantha Hoag, Staff Reporter

Updated:

Thu, 01/27/2011 - 9:52pm

Samantha Hoag/COA

Senior Kelly Cavan steals the ball from Sacred Heart Prep defender.

The Girls Soccer team, 4-3-6 overall, tied in a close game on Thursday with rival Sacred Heart Prep. "We had a very strong start to the game. Kelly Cavan had a beautiful shot that was ticked off, but Sophie Sheeline followed it and took a really nice goal in the first two minutes. We came out with a lot of energy, but Sacred Heart came back strong. They are a speedy team with a lot of power, but we played our game," Sophomore Hannah Rubin said. Led by sophomore goalkeeper Julia Dressel, the defense was able to hold the gators to one goal, scored late in the first half. Dressel had 12 saves, and was supported by a strong defense by juniors Elyse Adler, Shannon Lacy, and Sophia King. We connected really well, and fought a lot harder than we have in the past. We didnt let down, and we were first to the ball, giving us a lot of shots, something we have been lacking in past games. We are not the fastest team, but we have great ball skills, so if we can get to the ball first, we can score," Dressel said. The team is looking to improve their game for the upcoming game versus Woodside Priory on Tuesday.

Artist of the Issue: Violinist Yujin Ariza

jhuber — Wed, 26 Jan 2011 17:59:57 +0000

by James Huber, Staff Reporter

Updated:

Thu, 01/27/2011 - 12:00pm

Junior Yujin Ariza plays violin at the fall Creative Arts assembly.

The Menlo community is getting spoiled by the plethora of talented violinists that attend the school. First came Akiko Kozato ‘09, masterful violinist and avid photographer. Next was Miles Shen ‘10, violinist and pianist extraordinaire. Following closely behind Kozato and Shen is junior violinist Yujin Ariza.

Ariza is a classically trained musician and has been honing his craft since he was three years old. He used to play piano but dropped it to focus on violin. Currently, he practices between one and two hours each day.

In addition to his work with the Menlo Chamber Orchestra, Ariza is a member of the San Francisco Symphony Youth Orchestra and a chamber music group. Every Saturday he plays for the youth orchestra and gets together with friends from San Francisco and Sacramento to form a piano trio.

Ariza is the concertmaster for Menlo’s acclaimed orchestra, meaning that he is the leader of the first violin section. He sets an example of bowing and fingering for the rest of his section to follow, enhancing the violins’ sound.

His skill set on the violin is incredibly diverse, according to fellow musician junior Jonathan Katzman.

“It’s one thing to be able to play all the notes, but it’s another thing to be able to play different styles and still sound good,” Katzman said. “You can hear his crescendos, and when he plays shorter notes, which have to be accented, he plays them perfectly. He just has a really good feel for the music.”

In November, Ariza performed the first movement of Tchaikovsky’s Violin Concerto in D Major to beat out scores of other talented musicians to win the Young Artist Concerto Competition, a contest put on by a local symphony. In addition to collecting a $300 cash prize from Nova Vista Symphony, Ariza will get an opportunity to play with them at a future concert.

On Feb. 2 Ariza will be the soloist when the orchestra unveils Tchaikovsky’s piece for their all-school assembly concert.

Orchestra director Vicky Greenbaum describes Tchaikovsky’s concerto, which will feature Ariza as the soloist, as a powerful, romantic work that is both difficult and epic.

“The violinist has to behave like an athlete on the fingerboard. He has to run up and down the fingerboard with lightning speed. He has to play many notes at once and also has to play melodies with great beauty,” Greenbaum said.

“A famous teacher said that you first have to be an athlete on the instrument before you can become a poet. Yujin is both a poet and an athlete in this point in his career,” said Greenbaum.

“Music by itself is a genre in entertainment. So, in essence, entertaining people is what I do, and I take pleasure in that,” Ariza said. “Orchestra and chamber music has enabled me to collaborate with other musicians to produce music to please the audience.”

Besides his outstanding musical skills, Ariza is also a math whiz and a closet cartoonist. Greenbaum said that Ariza enjoys drawing humorous depictions of life in the orchestra. She aplauded his quick wit, thoughtfulness and humility despite his incredible talent on the violin.

Robotics team wins NorCals: Prepares to battle in World Competition in St. Louis

Megan Yang — Wed, 26 Jan 2011 17:48:12 +0000

Megan Yang

Updated:

Thu, 01/27/2011 - 12:15pm

Pete Zivkov

The victorious “Doves of Justice” are preparing for Worlds.

Coming fresh off their First Tech Challenge (FTC) Robotics Northern California division victory in early January, Science Department Chair Marc Allard’s rookie robotics team hopes to disappoint 99 other competing teams as they advance to the World Championship in St. Louis, Mo. in April.

“We were surprised when we won, because we didn’t think our robot was that great going into [the competition], but our robot’s simple design ensured that it wouldn’t break [during the competition],” sophomore Micah Rosales said.

Allard, who advises the student-led class, attributed the “Doves of Justice’s” (Team 3053) Northern California victory to a “consistently working robot” and “a little bit of luck.”

The FTC competition consists of two parts: a 40-second autonomous mode—when the robot works on its own—and a longer tele-operated portion, in which one of the team members uses a remote to control the robot. Like many other sports, the objective of the competition is for the robot to score as many points as possible. Points are scored by hurling balls into both moving and stationary goals. Opponents are chosen at random and single teams are paired up with two other teams to form a three-team alliance for each match-up.

According to Allard, there are many factors that contribute to a sound victory. Sophomore Shane Barratt, a programmer for the “Doves of Justice,” claims it was Rosales’ operating skills that played a huge role in the team’s recent victory. While a majority of the results depend on a high scoring game, a well-programmed robot is always guaranteed to do fairly well. “The [most important thing to think about] is keeping focused and making sure you know what you should be doing,” Rosales said. You don’t want to get distracted by what the other robots are doing,” he added.
“It is [a] very unpredictable [type of competition],” Allard said. “You obviously need a functioning robot, but because of the way the competition is formed and by the way the game is played, there is some luck involved.”

Menlo’s other competing team unfortunately did not make it past a regional qualifier earlier in the year, leaving the members to continue honing their robotics skills through the rest of the semester.

Team 3053 plans to do some redesigning before the World Championships on April 27th. “We’ll probably build a bigger robot - ours was one of the smallest [at the Nor Cal tournament] - hopefully more features will help us score more points,” Rosales said.

As for the future of Team 3053, “competition will definitely be much stiffer, but […] there is always that x factor,” Allard said. Barratt isn’t quite as hopeful: “[I expect that] we’ll do decently, [but] it’s a lot of teams,” all of which have very advanced robots and compete at a high level, he said.

M-Block reassessed after disparity between intentions and reality

Kevin Harris — Wed, 26 Jan 2011 17:46:54 +0000

By Christina Dong

Updated:

Thu, 01/27/2011 - 12:00pm

PHOTO COURTESY PETE ZIVKOV

Gina Chang gives her PACT presentation during M-Block.

Last year when the schedule expanded to a nine-day rotation, a special block, called M-Block, was added to serve as a flexible hour of time. M-Blocks were originally meant for a variety of programs, allowing clubs or individual departments to plan special events. However, the time has mostly been used for additional assemblies, rather than more innovative programs that students and faculty were hoping for. Though M-Blocks may not have completely met Menlo’s expectations yet, there is much potential for new ways the time can be used in the future.

During the planning of the new schedule that took effect in 2009, the scheduling committee decided that a flexible block was necessary to provide ample time for student life programs. While it would allow time for another assembly, M-Blocks also would be used as time for guest speakers to visit, “so that it wouldn’t be packed into a short lunchtime,” Junior Class Dean Andy Kitt said. “The idea was that [we] could draw a bigger audience and not try to squeeze something into lunch when a lot of students forget or have other conflicts and clubs.”

M-Blocks have been in existence for a year and a half now, and have so far been used mainly as an extra assembly, considering that their frequency was almost halved when Menlo switched from a five-day to a nine-day rotation. In addition, students may gather by grade for class-specific activities like PACT projects, Career Day, and senior projects. “We’re always trying to bring new programs onto the campus, however we have a certain set of existing programs that we have to carry out that only can happen during those times,” Dean of Students Tony Lapolla said.

The continual use of M-Block as yet another assembly or class meeting has prompted some students and faculty to wonder whether M-Blocks are really being used the way they were intended to and if the time is being used to its full potential. “It hasn’t been used for the full range of different programming that we might have brainstormed, but that’s not to say that it won’t [in the future],” Upper School Director John Schafer said. However, Schafer noted that it has provided Menlo with sufficient time to continue the already existing programs. According to Lapolla, under a strict interpretation, M-Block hasn’t been used the way it was intended “because they were all supposed to be for these other things. [But] I believe that for the most part, they actually are [fulfilling their purpose] because they allow us extra time to do things like that,” Lapolla said.

Many students and faculty are tired of continually spending M-Block sitting in the bleachers, and instead hope for a unique activity or additional advocacy and tutorial time. “If there’s something they need to tell us in person, then an assembly is fine, but otherwise just [tell us by] e-mail so we can have some free time for tutorial,” junior Mei Mei Zeprun said. Sophomores Lolo Miessi and Caroline Glazer also felt that fewer M-Blocks should be spent in assembly, and that the time could be better spent having occasional long advocacies. “I think we have too many assemblies, which isn’t bad, but […] they take up a lot of time and they’re not very efficient,” Glazer said. Junior Joshua Reason agreed that there should be “at least some variation.”

English teacher Cara Plamondon feels that school-wide assemblies are important, but also is aware that they aren’t exactly what the scheduling committee had in mind for each M-Block. “I don’t even recognize M-Block; it feels like I’m just going to another assembly,” Plamondon said. “The intent was to make M-Blocks distinctly different, but based on how they’ve been spent, I think that distinction has been made less clear.”

Originally, M-Blocks were partly meant for clubs and academic departments to participate in planning special events or assemblies. But so far, Student Life has planned almost every M-Block without student or faculty input. “We’d set aside a couple times last year for that, but as far as I know, nobody or not enough students and teachers stepped up,” Kitt said. “I think it’s easier in retrospect.”

Though they often need to be dedicated to already existing events and programs, there is potential for new ways M-Block can be spent. “I think the key is knowing how to make that happen and planning ahead,” Kitt said. M-block does remain flexible and students and faculty are welcome to contribute ideas to make them more innovative. “I would certainly be interested if students came forward,” Schafer said. “The door is open for good ideas from anybody.”

iPad pilot aims for enrichment

jhuber — Wed, 26 Jan 2011 17:44:59 +0000

by James Huber, Staff Reporter

Updated:

Thu, 01/27/2011 - 12:00pm

Kara Rosenberg /COA

Over the last few weeks the technology department has been planning a pilot program that will distribute 65 iPads between two Mandarin classes, a sophomore chemistry class, a Middle School class and several Upper School English and history classes. Under the pilot program these students and teachers will receive their own iPad for both schoolwork and personal use and will return them to the school at the end of the year.

“We are keenly aware that students are engaging in a digital life really early in life. [...] There’s kind of a digital divide between teachers and students,” said Director of Technology Eric Spross. “Part of [the reason for the iPad program] is an acknowledgement that digital media are extremely relevant to students. It’s an additional medium to engage with students and we wanted to explore ways to do that."

In addition to examining the pros and cons of an increasingly digital education, the technology department also wants to incorporate cutting-edge technology into the classroom. “Part of the goal is to have current technology in the hands of students all day long, and then the goal of the pilot is to figure out how we utilize that capability,” Spross said.

The most basic use for the iPad will be as a replacement for textbooks. The benefits of electronic textbooks on the iPad include 24/7 access, increased organization because all of the subject material is consolidated, and a lighter backpack. Students will also have access to images, maps, and videos in the classroom, and will be able to make voice recordings that can be turned in through Moodle. In the classes that are part of the pilot program, every student will be on the same platform, a potential issue as not all students have the same software capabilities at home. Classroom “handouts” could be more accessible if each student could view it using their iPad, according to Spross.

For the Mandarin class, the iPads will be used primarily as a replacement for the textbook. “[Spross] thinks that in the future the textbook will be more like the iTunes library. You pick whatever you want for your needs and I totally agree with that. You will only purchase whatever you think fits with your program,” Mandarin teacher Mingjung Chen said.

Chen, a self-proclaimed technology junkie, approached Spross about an iPad pilot program after hearing that San Francisco University High School integrated iPads in some of their Mandarin and history classes. Chen and Spross visited University High School at the beginning of December and Chen took home an iPad to experiment with over the winter break; the pilot program has been put together over the last few weeks.

“When I heard about the iPad program I was really excited because I think that technology in general can supplement learning,” senior Mandarin student Tucker King said. “With growing resources online and computer programs specifically designed to help students learn, having an iPad would allow me to tap into all these resources and further my learning.” King believes that the Internet and online games may hinder students’ concentration on their studies, but thinks the benefits outweigh the negatives.

Senior Justin Wong, King’s classmate in Mandarin 4, doesn’t think that the iPads will prove to be much of a distraction. “It works at University [High School], so why couldn’t the iPad program work at Menlo?”

Along with using the iPads to read the textbook, Chen plans on having each student purchase Chinese apps with school-supplied gift cards and envisions utilizing the touchscreen to write characters.

The chemistry class will be using the iPads to supplement an end of the year research project. According to Assistant Director of Instructional Technology David Spence, students will also use their iPads as an e-reader and will have their class notes, power points, vodcasts and Google Earth available online. The English and history teachers participating in the pilot, who will share a “bucket” of iPads amongst themselves, will also employ the iPads for final projects.

Spence was particularly interested in the collaborative aspect that the iPad’s screen presented. “In the past if I’m teaching a class, there’s only one screen to present on. But if you have a class full of iPads, everyone has their own little screen,” Spence said. “So instead of you having to go up in front of the class, you can show your neighbor at your desk.”

Spross did not give details on the total cost of the pilot program, only acknowledging that Apple’s interest in how the iPads will be used at Menlo was a contributing factor in the discount the school is getting. The money for the iPad program will come from the technology department’s allotted budget.

When asked about the school’s plans for technology moving forward, Spross hinted at bigger things to come. “I can’t be specific, but [...] I anticipate more pilots next year and possibly a one-to-one program the year after,” he said.

“We’re really exploring what the right device or platform might be and clearly the tablet is where the energy is and where it’s going,” Spross said. Spross believes that a tablet, rather than a laptop, will be the school’s choice if it commits to a one-to-one program in the future. He cited the relative cheapness of an iPad compared to a laptop, the intrusiveness of a laptop screen, an iPad’s portability, great battery life, and the fact that it can be turned on quickly.

Spross stressed the importance of communicating that iPads do not represent another toy, but an opportunity to engage with students. He anticipates concern that iPads will be strewn about the quad or even broken.

Spross is excited about the potential of tablet computers in the classroom, but this program is first and foremost an exploration, not a guarantee of more to come. If teachers observe that the iPads’ negatives outweigh the positives, then, according to Spross, the programs will be discontinued.