Digital Object NAMTA Journal 41/3 01 Interview with Hilla Patell on the History of the Observation In this interview conducted at the NAMTA conference, "Observation: The Key to Unlocking the Child's Potential", Molly O'Shaughnessy discusses the history of observation with Hilla Patell. Patell shares stories of the people who were instrumental in creating a…
Digital Object NAMTA Journal 41/2 08 Technology and the Prepared Environment for the Third-Plane Child Cynthia Castiglione presents Near North Montessori School's (Chicago) adolescent community's approach to technology. Her framework begins with the needs of the adolescent for social independence, social acceptance, and social justice. Using that template, she…
Digital Object NAMTA Journal 41/2 09 Montessori Practices: Options for a Digital Age Mark Powell's plea for an open-minded view on the full scope of technology that is compatible with Montessori education enriches Maria Montessori's clear modernism of welcoming science into her educational vision. Growing up digital can be intelligently…
Digital Object NAMTA Journal 41/2 06 Technology in the Montessori Classroom: Benefits, Hazards and Preparation for Life Greg MacDonald cites much research on the pros and cons of technology for children of all ages and gives the reader the information and space to sort out what their own policy will be. He supports the use of computers in elementary classrooms if there is a…
Digital Object NAMTA Journal 41/2 07 Technology, Togetherness, and Adolescents: Creating a Meaningful Adolescent Learning Community in the… Ben Moudry has written a comprehensive overview of the current challenges facing parents, schools, administrators, and students regarding what he calls "handheld computers," commonly known as smart phones. His annotated statistics and description of American…
Digital Object NAMTA Journal 41/2 05 How the Montessori Upper Elementary and Adolescent Environment Naturally Integrates Science, Mathematics,… John McNamara shares his wisdom and humbly credits Camillo Grazzini, Jenny Hoglund, and David Kahn for his growth in Montessori. Recognizing more than what he has learned from his mentors, he shares the lessons he has learned from his students themselves…
Digital Object NAMTA Journal 41/2 03 Global Science and Social Systems: The Essentials of Montessori Education and Peace Frameworks Inspired by Baiba Krumins-Grazzini's interdependencies lecture at NAMTA's Portland conference, David Kahn shows the unifying structures of the program that are rooted in the natural and social sciences. Through a connective web, these sciences explore the…
Digital Object NAMTA Journal 41/2 04 Biodiversity and Peace: Where Technology and Montessori Come Together in the Children's Eternal… Jeff Norris, initially shocked by the Montessorians who are calling technology into question, states that technology can offer a means of development for the child who is concurrently supporting and learning from the rich and overpowering biodiversity of the…
Digital Object NAMTA Journal 41/2 02 The Scientist in the Casa: The Child as Scientist in the Making If a parent were to ask what science and technology are offered in a Montessori preschool, Ginni Sackett provides a comprehensive reply. By precisely defining the words science and technology with an expansion of those definitions from renowned biologist E. O…
Digital Object NAMTA Journal 41/2 01 The Scientist in the Classroom: The Montessori Teacher as Scientist Ginni Sackett shares insights ignited by a presentation given by Professori Raniero Regni in Rome at an AMI International Trainers Meeting. Dr. Regni stated that, "To go beyond Montessori is to rediscover Montessori. Montessori is waiting for us in the future…
