Digital Object NAMTA Journal 41/3 04 Becoming a Scientific Observer Greg MacDonald leaves no stone unturned as he places the complexity of second-plane observation into one coherent vision that includes the fundamentals of self-construction, the essential field of observation (freedom of work within the prepared environment),…
Digital Object NAMTA Journal 41/3 03 Observation: A Practice That Must Be Practiced Karey Lontz's article on learning how to "dominate by observation" (to master the practice of observation so as to use it most effectively for the benefit of the children) takes us from a general to specific understanding of observation. She begins with a…
Digital Object NAMTA Journal 41/3 02 The Observation Scientist Once the reasons for habitual observation in the classroom have been established, and the intent to observe has been settled, the practical details of observation must be organized. In this article, O'Shaughnessy gives us a model for the implementation of…
Digital Object NAMTA Journal 41/2 10 Navigating the World of Technology with Kids in the Home, in the School Bill Rupp offers practical wisdom from his perch as a Montessori parent of four children and as a self-proclaimed digital immigrant who has spent over twenty years in the information technology field. His list of "Considerations before Making Rules for…
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…
