Ok...dumb title.
This eSchool News article expresses concern about the need to have our kids up on their "information literacy" skills, particularly in light of the rise of Wikis.
For those of you who don't know, Wikis are like blogs, except that anyone can come to the site and change anything. Sound crazy? Well, it really isn't that bad, in that Wiki enthusiasts tend to them and can reverse an attack or erroneous posting in a jiffy.
The problem is when a section of an on-line encyclopedia, like the ever poprular Wikipedia, is not as readily tended to and the bad info sits on-line for a while. (read above)
What do you think?
Jim :-)
Monday, January 30, 2006
Thursday, January 26, 2006
Computer Classes Spur Student Absenteeism...duh.
In an article that was in the Caton Rep, originally from the LA Times, by Stuart Silverstein...
See it here!
...a "spurt" of absenteeism is being blamed on the fact that some classes are now publishing audio and video content from the lecture. This is an "unintended negative circumstance" of the deployment of this new educational technology.
The funny part is that they are actually surprised by this! If a professor can be easily replaced by an iPod, they probably should be. I don't see a cry for any pedagogical changes in the college classroom that would encourage a student to be present anywhere in the article. All I see is "sour grapes". For example, one lecturer suggests that the best grades are going to the students that attend and sit up front. I'd like to see the data on that. I also don't approve of the insinuation that the kids that are not attending class are hung-over or slackers. I think that they would attend if there was a compelling reason to. They might be doing the right thing by managing their time appropriately for courses that demand it.
Stop blaming the students for not attending class because they are using a system that you are spending oodles of money to deploy.
Ugh.
Jim :-)
PS- Notice that this post is not a debate as to which format is better, it is simply a reaction to their disbelief that the students are not attending classes. That's fodder for a whole other post.
See it here!
...a "spurt" of absenteeism is being blamed on the fact that some classes are now publishing audio and video content from the lecture. This is an "unintended negative circumstance" of the deployment of this new educational technology.
The funny part is that they are actually surprised by this! If a professor can be easily replaced by an iPod, they probably should be. I don't see a cry for any pedagogical changes in the college classroom that would encourage a student to be present anywhere in the article. All I see is "sour grapes". For example, one lecturer suggests that the best grades are going to the students that attend and sit up front. I'd like to see the data on that. I also don't approve of the insinuation that the kids that are not attending class are hung-over or slackers. I think that they would attend if there was a compelling reason to. They might be doing the right thing by managing their time appropriately for courses that demand it.
Stop blaming the students for not attending class because they are using a system that you are spending oodles of money to deploy.
Ugh.
Jim :-)
PS- Notice that this post is not a debate as to which format is better, it is simply a reaction to their disbelief that the students are not attending classes. That's fodder for a whole other post.
Friday, January 20, 2006
English IT questions
HI All,
Just in case you think that we are unique in our need to question the appropriate use of ed tech in real schools, here is a brief commentary from an English on-line newspaper.
The commentary
Is it wrong to ask questions like this about ed tech? Am I creating a hostile environment for ed tech innovators by pointing out this resource?
Lemme know.
Jim :-)
Just in case you think that we are unique in our need to question the appropriate use of ed tech in real schools, here is a brief commentary from an English on-line newspaper.
The commentary
Is it wrong to ask questions like this about ed tech? Am I creating a hostile environment for ed tech innovators by pointing out this resource?
Lemme know.
Jim :-)
Tuesday, January 17, 2006
Blogs, Free Speech, and Schools
Blogs continue to freak people out. It appears that private schools are being more aggressive about controlling blog contact from school and the use of school e-mail addresses with blogs. The inappropriate images and content that many feature are really testing the border-lines of free speech and on-line safety.
Is it really OK to allow a student to post content about their binge drinking on a blog? Is it really OK to allow a student to pose provocatively on a blog and ask for comments from the cyber-world? Am I infringing on his/her rights by even thinking about removing that content? Whaddya' think?
I already placed my nerdy hat in the ring in my earlier on post on "myspace and our kids."
Check this out---> The article
Jim :-)
Is it really OK to allow a student to post content about their binge drinking on a blog? Is it really OK to allow a student to pose provocatively on a blog and ask for comments from the cyber-world? Am I infringing on his/her rights by even thinking about removing that content? Whaddya' think?
I already placed my nerdy hat in the ring in my earlier on post on "myspace and our kids."
Check this out---> The article
Jim :-)
Saturday, January 14, 2006
Thursday, January 12, 2006
Great food for thought
The link
If you haven't seen the Dec '05 Ed Leadership, it is focused on school technology and offer a diverse set of viewpoints on the topic.
Good stuff.
Jim :-)
NCLB and Ed Tech
Hi Again,
I probably should have been aware of this, but I wasn't. Did you know that there are likely to be NCLB testing programs for school technology? This should be a hoot!
On the edTech Insider Tom Hoffmann writes, "How would we test this stuff? You'd either end up with paper tests that are a sham, or expensive online versions. Either way, the emphasis won't fall on the complex, higher level skills we're actually interested in, but will inevitably end up being reductive and rote. You can argue that the tests will be great, but they won't be. And then we'd get a whole crop of expensive software to drill you for the new exams, probably created by the same people who are selling you the tests. "
BruceFulton (a poster on the demi-blog) reminds us that we were asleep at the wheel but telling us, "It’s too late to close that barn door, Tom, NCLB already has a technology literacy requirement (in title IId), and ED already expects that schools will be testing it at some point in the near future. 2006 had been targeted, but science testing starts this year, so perhaps it has been put off. Not surprisingly, ISTE and Microsoft announced in 2004 that they were teaming up to develop the test states will use to assess technology (see their press release at HERE, although to be honest, I haven’t heard much about it lately."
I haven't always been aligned with Tom's thinking, but on this topic he is right on the money.
I'll send an SOS to the world!
Sing along with that last line like the Police would have in the song "Message in a Bottle")
Jim :-)
I probably should have been aware of this, but I wasn't. Did you know that there are likely to be NCLB testing programs for school technology? This should be a hoot!
On the edTech Insider Tom Hoffmann writes, "How would we test this stuff? You'd either end up with paper tests that are a sham, or expensive online versions. Either way, the emphasis won't fall on the complex, higher level skills we're actually interested in, but will inevitably end up being reductive and rote. You can argue that the tests will be great, but they won't be. And then we'd get a whole crop of expensive software to drill you for the new exams, probably created by the same people who are selling you the tests. "
BruceFulton (a poster on the demi-blog) reminds us that we were asleep at the wheel but telling us, "It’s too late to close that barn door, Tom, NCLB already has a technology literacy requirement (in title IId), and ED already expects that schools will be testing it at some point in the near future. 2006 had been targeted, but science testing starts this year, so perhaps it has been put off. Not surprisingly, ISTE and Microsoft announced in 2004 that they were teaming up to develop the test states will use to assess technology (see their press release at HERE, although to be honest, I haven’t heard much about it lately."
I haven't always been aligned with Tom's thinking, but on this topic he is right on the money.
I'll send an SOS to the world!
Sing along with that last line like the Police would have in the song "Message in a Bottle")
Jim :-)
Wednesday, January 11, 2006
From Black-out Day to Impact Month
It is time for another Technology Black-out Day, but this year it has been changed to Technology Impact in Education Month.
This initiative focuses kids, and stakeholders, on the impact that ed tech is currently having on their lives. It offers interesting lesson plans on the site.
The only aspect of the initiative that concerns me is the culminating event of contacting their representatives in congress. Not that I think that this is a bad lesson in political activism, or that most kids will find fault with the way ed tech is being deployed on their schools, but it is a bit forced on the kids. Stop groaning. All I'm saying is, if some kid decides to not write to their congressnman, I hope they aren't penalized in some way.
By all means, use the resources here. Have the kids think about the implications of technology, positive and negative, on their lives.
Also...you are going to dig this site about technology in the year 1900. I actually used the lessons on this site with a group of 6th graders on a day that our school lost power! (It was in my sub-plan folder.)
Jim :-)
This initiative focuses kids, and stakeholders, on the impact that ed tech is currently having on their lives. It offers interesting lesson plans on the site.
The only aspect of the initiative that concerns me is the culminating event of contacting their representatives in congress. Not that I think that this is a bad lesson in political activism, or that most kids will find fault with the way ed tech is being deployed on their schools, but it is a bit forced on the kids. Stop groaning. All I'm saying is, if some kid decides to not write to their congressnman, I hope they aren't penalized in some way.
By all means, use the resources here. Have the kids think about the implications of technology, positive and negative, on their lives.
Also...you are going to dig this site about technology in the year 1900. I actually used the lessons on this site with a group of 6th graders on a day that our school lost power! (It was in my sub-plan folder.)
Jim :-)
Monday, January 09, 2006
Globalization 3.0 and ed tech
In the THE Journal, Geoffrey Fletcher, editor at large of THE Journal posed a couple of questions of the ed tech community relating to the book
The World is Flat. Here are my thoughts on two of them.
Q1 -- How do we deal with 'Globilization 3.0'?
Globalization 3.0 is a concept that suggests that, due to the current state of fiber optic connectivity and the wide availability of powerful hardware and software tools, individuals are now able to collaborate and compete globally.
We simply have to "deal with it." It's here. We can no longer deny the fact that a huge talent pool of highly educated and sorted young people can do the back office (and also highly specialized) work of most Fortune 500 companies for pennies on the dollar. We need to focus on what we do best, which is, innovating. (We also need to insist that our legislators demand that our innovations stop being blatantly stolen by some of these same countries.)
So maybe a better question is, "How do we produce a generation of innovators?" Let's start by insisting on an exciting, rigorous, and "mile deep" science and math curricula. Let's have it be appropriately funded and let's assess it appropriately and regularly. The cool part is that we already know how to do this. No need for a presidential panel or pre-conference session. Let's just do what the NCTM and NSTA have been telling us to do. That wasn't hard, was it? (Don't get me wrong, I know that change is always violent.)
Also, if "the world is flat" we are going to have to make sure that the best and brightest in our country get special attention in order to ensure that our human resources are maximally utilized. Also, let's identify, challenge and support those students that show an unusual gift for innovation. This is what India has done by creating their brutally selective IIT academies. This isn't a "warm and fuzzy" suggestion, but it ensures that gifted students (however that is appropriately defined...hopefully not by zip code) are given a chance to reach their full potential. After all, it is the best and brightest Indian students that are taking our jobs. I wonder how an average child from India compares to an average American child? Maybe I don't want to know the answer to that?
Does anyone remember the 1989 SCANS report? It's good reading.
Q2- What role does technology play as a part of the solution?
Once you have defined a quality educational experience that creates deep and innovative thinking, simply apply technology to it. For example, if collecting, drawing meaning from data is important, use technolgies related to this topic. Data loggers, lego robotics, data bases, spreadsheets and web browsers could be suited to the task. Let's not apply them, though, unless they encourage deep thinking. Producing another generation of "Powerpointlessness" (Jamie McKenszie's term) will not help! Not every deep and thoughful science or mathematical experience may require an educational technology but there are many times when it can help to enhance the lesson by engaging and empowering the student.
Although, this wasn't asked, I think another factor that gives the 2nd and 3rd world students an advantage is their desire. They want to better their lives and they know that the key to doing it is education. They get it. This is exactly the same ethic that waves of immigrants in our own country have embodied. Consider this. When a young worker gets a job at a call center (a job that would be relatively undesireable to many top U.S. sytudents) it could result in health care benefits for their entire family! That's a life changing incentive. I look at my own son (granted, a decent student) with his PSP, iPod, and the many other adornments of an upper middle class American teen life and I wonder, "Will be able to muster the "ganas" it will take to make it in a 'Globalization 3.0' world?"
What do you think?
The World is Flat. Here are my thoughts on two of them.
Q1 -- How do we deal with 'Globilization 3.0'?
Globalization 3.0 is a concept that suggests that, due to the current state of fiber optic connectivity and the wide availability of powerful hardware and software tools, individuals are now able to collaborate and compete globally.
We simply have to "deal with it." It's here. We can no longer deny the fact that a huge talent pool of highly educated and sorted young people can do the back office (and also highly specialized) work of most Fortune 500 companies for pennies on the dollar. We need to focus on what we do best, which is, innovating. (We also need to insist that our legislators demand that our innovations stop being blatantly stolen by some of these same countries.)
So maybe a better question is, "How do we produce a generation of innovators?" Let's start by insisting on an exciting, rigorous, and "mile deep" science and math curricula. Let's have it be appropriately funded and let's assess it appropriately and regularly. The cool part is that we already know how to do this. No need for a presidential panel or pre-conference session. Let's just do what the NCTM and NSTA have been telling us to do. That wasn't hard, was it? (Don't get me wrong, I know that change is always violent.)
Also, if "the world is flat" we are going to have to make sure that the best and brightest in our country get special attention in order to ensure that our human resources are maximally utilized. Also, let's identify, challenge and support those students that show an unusual gift for innovation. This is what India has done by creating their brutally selective IIT academies. This isn't a "warm and fuzzy" suggestion, but it ensures that gifted students (however that is appropriately defined...hopefully not by zip code) are given a chance to reach their full potential. After all, it is the best and brightest Indian students that are taking our jobs. I wonder how an average child from India compares to an average American child? Maybe I don't want to know the answer to that?
Does anyone remember the 1989 SCANS report? It's good reading.
Q2- What role does technology play as a part of the solution?
Once you have defined a quality educational experience that creates deep and innovative thinking, simply apply technology to it. For example, if collecting, drawing meaning from data is important, use technolgies related to this topic. Data loggers, lego robotics, data bases, spreadsheets and web browsers could be suited to the task. Let's not apply them, though, unless they encourage deep thinking. Producing another generation of "Powerpointlessness" (Jamie McKenszie's term) will not help! Not every deep and thoughful science or mathematical experience may require an educational technology but there are many times when it can help to enhance the lesson by engaging and empowering the student.
Although, this wasn't asked, I think another factor that gives the 2nd and 3rd world students an advantage is their desire. They want to better their lives and they know that the key to doing it is education. They get it. This is exactly the same ethic that waves of immigrants in our own country have embodied. Consider this. When a young worker gets a job at a call center (a job that would be relatively undesireable to many top U.S. sytudents) it could result in health care benefits for their entire family! That's a life changing incentive. I look at my own son (granted, a decent student) with his PSP, iPod, and the many other adornments of an upper middle class American teen life and I wonder, "Will be able to muster the "ganas" it will take to make it in a 'Globalization 3.0' world?"
What do you think?
Splog Attacks?
Hi All,
This was a new one on me so I thought I would share it with you.
Splog Attacks
UCONN's Dr. Gil Dyrli does a great job of explainaing the issue. A blog attracts comments (well...not mine, but you get the point.) These comments can include links to products that are related to it, or not. Some fake sites are poser blogs. Which are really advertisers in blog clothing.
If this bugs you...<Fight Splog Now!
Peace out.
Jim :-)
This was a new one on me so I thought I would share it with you.
Splog Attacks
UCONN's Dr. Gil Dyrli does a great job of explainaing the issue. A blog attracts comments (well...not mine, but you get the point.) These comments can include links to products that are related to it, or not. Some fake sites are poser blogs. Which are really advertisers in blog clothing.
If this bugs you...<Fight Splog Now!
Peace out.
Jim :-)
Friday, January 06, 2006
More lap top program reactions
From eSchool News...
State laptop plan prompts mixed reaction
Some South Dakota educators say they're not interested in the governor's laptop computer proposal
The Link
It's obvious that getting lap tops into the hands of high schoolers, particularly those who would normally have access to them, is probably a good thing.
But, as usual, the devil is in the details. Some schools employees are complaining about the percentage of the costs that the district are going go to have to kick in for this program and would like the money added to the state aid formula.
There also appears to be no money set aside for training, software and maintenance??
Gulp.
Jim :-)
State laptop plan prompts mixed reaction
Some South Dakota educators say they're not interested in the governor's laptop computer proposal
The Link
It's obvious that getting lap tops into the hands of high schoolers, particularly those who would normally have access to them, is probably a good thing.
But, as usual, the devil is in the details. Some schools employees are complaining about the percentage of the costs that the district are going go to have to kick in for this program and would like the money added to the state aid formula.
There also appears to be no money set aside for training, software and maintenance??
Gulp.
Jim :-)
Wednesday, January 04, 2006
Myspace and our kids
Hi All,
This post is intended to be a barometer reading. Is anyone out there dealing with the use of myspace.com as an issue in your school or household?
For those of you who don't know what I am talking about go here.
While my 8th grade son doesn't currently have a myspace page, most of his friends do. It's just a matter of time. I have been having an open conversation with him about how I feel about internet safety and what I consider "risky" on-line behavior. I also am letting him know that there is nothing wrong with blogging but that there are some things he needs to keep in mind. Although the look on his face says, "Whateverrr", I am sure that we understand each other on this.
This medium has great potential for good and I am sure that most kids are using it appropriately. I am just a bit concerned about how much information some of them are willing to post about themselves and their friends. I am also concerned about the images that kids are using to portray themselves on-line. It all feels a tad unsafe.
Here is a good blog on the topic. The post is part of a series on the topic.
I know...I know...I should get over it. Right? No? Let me know what you have experienced.
Jim :-)
This post is intended to be a barometer reading. Is anyone out there dealing with the use of myspace.com as an issue in your school or household?
For those of you who don't know what I am talking about go here.
While my 8th grade son doesn't currently have a myspace page, most of his friends do. It's just a matter of time. I have been having an open conversation with him about how I feel about internet safety and what I consider "risky" on-line behavior. I also am letting him know that there is nothing wrong with blogging but that there are some things he needs to keep in mind. Although the look on his face says, "Whateverrr", I am sure that we understand each other on this.
This medium has great potential for good and I am sure that most kids are using it appropriately. I am just a bit concerned about how much information some of them are willing to post about themselves and their friends. I am also concerned about the images that kids are using to portray themselves on-line. It all feels a tad unsafe.
Here is a good blog on the topic. The post is part of a series on the topic.
I know...I know...I should get over it. Right? No? Let me know what you have experienced.
Jim :-)
Tuesday, December 27, 2005
Xmas Ed Tech Rant from Digital Divide Blog
Bonnie Bracey of the Digital Divide Network tells Santa off in this blog posting. He apparently was a real scrooge to the ed tech world!
The Link
Some interesting excerpts from the post...
- The Congress, which has the sleigh that contains our presents seems to be missing a lot of goodies this year. We took $59M hit in new federal budget. Some of us are reeling at the loss.
- Santa, this is what we heard. The massive, $602 billion spending package--which includes funding for labor, health, and education initiatives--slashes funding for several Ed-tech related programs, including $221 million less for the Enhancing Education Through Technology (EETT) state block-grant program, the primary source of federal funding for educational technology. The measure passed in the House of Representatives one week earlier and now heads to President Bush for his signature.
One thing I am going to do is walk into a local school and ask several random teachers if they know what the following acronyms stand for...ENC, EETT, or PT3. My bet is that they won't. (I am not sure what that means...so make up your own mind on that one.) The only acronyms that matter are NCLB and AYP.
jim :-)
The Link
Some interesting excerpts from the post...
- The Congress, which has the sleigh that contains our presents seems to be missing a lot of goodies this year. We took $59M hit in new federal budget. Some of us are reeling at the loss.
- Santa, this is what we heard. The massive, $602 billion spending package--which includes funding for labor, health, and education initiatives--slashes funding for several Ed-tech related programs, including $221 million less for the Enhancing Education Through Technology (EETT) state block-grant program, the primary source of federal funding for educational technology. The measure passed in the House of Representatives one week earlier and now heads to President Bush for his signature.
One thing I am going to do is walk into a local school and ask several random teachers if they know what the following acronyms stand for...ENC, EETT, or PT3. My bet is that they won't. (I am not sure what that means...so make up your own mind on that one.) The only acronyms that matter are NCLB and AYP.
jim :-)
Friday, December 16, 2005
Educational value of toddler tech toys?
Was this investigation even necessary?
An article in the Mercury news reported that the Kaiser Family Foundation on interactive media discovered that many video games, software titles and DVDs have not been proven to increase either the IQ or cognitive abilities of kids. Really? You mean one on one parent time is better that a piece of software? Astounding.
The article
The Report
With absolutely no knowledge of developmental and evolutionary biology, or cognitive science, I could have come to this conclusion relatively quickly. (I am sure you could have also. I am not particularly intuitive.) It is really interesting how often this has to be re-discovered over the years.
I thought that the most interesting part of the article was a quote from Marsha Grimsley of the Brainy Baby Company (This not a Saturday Night Live skit...that is the actual name of a company.) She is quoted as saying, "Parents must be finding something beneficial or there wouldn't be such demand for this new category of products."
Marsha must be completely unfamiliar with the lemming-like behavior of suburban parents when it comes to the potential of their little darlings! I even purchased one of those black and white bulls eyes for my sons crib in an attempt to raise his SAT scores as an infant. I didn't seek a study that proved that it worked. All I knew is that I started seeing them on changing tables around town and felt My son was falling behind! (I also owned a pet-rock once...but I digress.) I'm sorry to say that many digital purchases for the three and under set might occur in this way. It is not necessarily a confirmation of the quality of the products.
Give the kid a few years before you digitize them. Their nervous system will thank you! :-)
Ho Ho Ho
Jim :-)
An article in the Mercury news reported that the Kaiser Family Foundation on interactive media discovered that many video games, software titles and DVDs have not been proven to increase either the IQ or cognitive abilities of kids. Really? You mean one on one parent time is better that a piece of software? Astounding.
The article
The Report
With absolutely no knowledge of developmental and evolutionary biology, or cognitive science, I could have come to this conclusion relatively quickly. (I am sure you could have also. I am not particularly intuitive.) It is really interesting how often this has to be re-discovered over the years.
I thought that the most interesting part of the article was a quote from Marsha Grimsley of the Brainy Baby Company (This not a Saturday Night Live skit...that is the actual name of a company.) She is quoted as saying, "Parents must be finding something beneficial or there wouldn't be such demand for this new category of products."
Marsha must be completely unfamiliar with the lemming-like behavior of suburban parents when it comes to the potential of their little darlings! I even purchased one of those black and white bulls eyes for my sons crib in an attempt to raise his SAT scores as an infant. I didn't seek a study that proved that it worked. All I knew is that I started seeing them on changing tables around town and felt My son was falling behind! (I also owned a pet-rock once...but I digress.) I'm sorry to say that many digital purchases for the three and under set might occur in this way. It is not necessarily a confirmation of the quality of the products.
Give the kid a few years before you digitize them. Their nervous system will thank you! :-)
Ho Ho Ho
Jim :-)
Tuesday, December 13, 2005
Podcasting in K-12 Schools...uh huh.
In an article on Ed Week 12/7/05 , it suggests that podcasting is coming to a school near you! It supports podcasts as being able to help kids improve their vocabulary, writing, editing, public speaking and presentation skills. I can see that. If a super-organized teacher is having students research and write a script, or prepare interview questions, and record them on thrir iPods I can certainly expect it to lead to high levels of motivation and improved skills. It is also cool because you can send the hyperlink of your podcast to people you care about and they can enjoy your work also. Cool. I am all about excited students engaging in constructivist style lessons who are getting into the Csikszentmihalyi "flow" of things. Really. I am.
Here are a couple of rubs. Have you ever actually tried to produce a podcast? Also, have you ever tried to upload large amounts of content to a school web site via a computer on your school network? You real teachers out there see where I'm going. 1) This is going to involve a lot more than a dedicated teacher and excited group of kids. It will require unprecedented access to the school network. (at least relative to the districts I am familiar with) 2) It is also going to require lots of time that is not typically available to egg carton scheduled schools. The past time I produced a podcast (which for those of you who continue to think I am a luddite because i like FULL and honest conversations about using technology in aschools...I actually did) it took MANY steps to produce. First you have to have something to say that matters, next you record your .WAV file onto your iTalk which is attached to your iPod, then you set your iTunes software properly (44 KHz/16 Bit) in order to appropriately download the feed to your computer, I then had to send it out to Garage Band in order to get it into an MP3 format before it could actually be used as a podcast. This was not easy and I predict it will be EONS until real teachers use this form of publishing in its current form. <>
Let me end by saying that I think podcasting is cool. I intend to get involved in it. I subscribe to several and particularly like the work of David Warlick in this area. The point of this post is (which I expected the point of the whole "edtechnot thing" to be) is that it aint' gonna be easy for a while and you need to consider the ups and downs of this ed tech. Don't let Uber-early-adopters make you feel bad on this one. When it gets easier though.....I say go for it, while keeping in mind all of the privacy issues associated with posting kids thoughts and ideas on the Web.
Jim :-)
12/13/05
Here are a couple of rubs. Have you ever actually tried to produce a podcast? Also, have you ever tried to upload large amounts of content to a school web site via a computer on your school network? You real teachers out there see where I'm going. 1) This is going to involve a lot more than a dedicated teacher and excited group of kids. It will require unprecedented access to the school network. (at least relative to the districts I am familiar with) 2) It is also going to require lots of time that is not typically available to egg carton scheduled schools. The past time I produced a podcast (which for those of you who continue to think I am a luddite because i like FULL and honest conversations about using technology in aschools...I actually did) it took MANY steps to produce. First you have to have something to say that matters, next you record your .WAV file onto your iTalk which is attached to your iPod, then you set your iTunes software properly (44 KHz/16 Bit) in order to appropriately download the feed to your computer, I then had to send it out to Garage Band in order to get it into an MP3 format before it could actually be used as a podcast. This was not easy and I predict it will be EONS until real teachers use this form of publishing in its current form. <
Let me end by saying that I think podcasting is cool. I intend to get involved in it. I subscribe to several and particularly like the work of David Warlick in this area. The point of this post is (which I expected the point of the whole "edtechnot thing" to be) is that it aint' gonna be easy for a while and you need to consider the ups and downs of this ed tech. Don't let Uber-early-adopters make you feel bad on this one. When it gets easier though.....I say go for it, while keeping in mind all of the privacy issues associated with posting kids thoughts and ideas on the Web.
Jim :-)
12/13/05
Friday, November 18, 2005
The Achievement Trap ....and Technology?
Hi All,
I just came across an article that questions the premise of our test driven
education system.
The Article
Apparently, "getting an education" used to mean creating thoughtful citizens. Go figure. Now we are trapped in a achievement driven culture that is focused on producing kids that may become high income earners. (The jury is out as to whether this system actually does that.)
Why is this relevant to my Blog?
Well, ed tech swings with the educational pendulum. If we are in an achievement trap (generally) then most ed tech products will reflect this. If you don't, you won't sell units. Right?
Why can't ed tech products and practitioners lead the way out of this unfortunate situation? Why should we allow kids to be placed in this "one size fits all" system?
What do you think?
Jim :-)
I just came across an article that questions the premise of our test driven
education system.
The Article
Apparently, "getting an education" used to mean creating thoughtful citizens. Go figure. Now we are trapped in a achievement driven culture that is focused on producing kids that may become high income earners. (The jury is out as to whether this system actually does that.)
Why is this relevant to my Blog?
Well, ed tech swings with the educational pendulum. If we are in an achievement trap (generally) then most ed tech products will reflect this. If you don't, you won't sell units. Right?
Why can't ed tech products and practitioners lead the way out of this unfortunate situation? Why should we allow kids to be placed in this "one size fits all" system?
What do you think?
Jim :-)
Thursday, November 03, 2005
Offensive on-line content article
In ...The Online Edge: Persistent Problems of Porn - Offensive online content assaults school users through multiple channels, Odvard Egil Dyrli does a great job of describing the issue of "porn-napping" and disguised inappropriate e-mail links.
The Article
This information may be an eye-opener for some. It is worth reading (as is most of the content on Districtadministration.com).
Although I am typically suspicious of schemes that "over-filter" content, I must admit that Gil is correct to highlight this growing problem and the negative effect it has on web use at schools (and home).
What do you think of this issue? Have you had a negative experience with this issue at your school?
Jim :-)
The Article
This information may be an eye-opener for some. It is worth reading (as is most of the content on Districtadministration.com).
Although I am typically suspicious of schemes that "over-filter" content, I must admit that Gil is correct to highlight this growing problem and the negative effect it has on web use at schools (and home).
What do you think of this issue? Have you had a negative experience with this issue at your school?
Jim :-)
Wednesday, October 26, 2005
HI All,
On EdWeek.com the following statement prompted a response from me. PLace your reaction below! (or better yet at the link I am providing at Ed Week)
The Article
Laptops, Internet access, scanners, and video cameras can help teachers and students access information and resources quickly and easily. Digital imagery, PowerPoint presentations, and microphones create fun, interactive classrooms.
But access and ease do not equal knowledge and comprehension, according to Peter N. Berger in his Oct. 26 Education Week Commentary. In the midst of all the educational technology hype, Berger writes that we have lost sight of the basics of learning and teaching.
How effective is cutting-edge equipment in improving actual achievement? Behind all the bells and whistles, does hi-tech gear really help students learn? Tell us what you think.
I posted in response...
Hi All,
This conversation NEVER changes. (See Larry Cuban's body of work.) The bottom line always has to do with the way in which educational technology is being used to transform classroom learning. Too often technology is used to confirm and "slicken up" old ways of doing things. Jeopardy style games and blue tooth clickers (and such) are NOT what kids need. A curriculum, and related technology tools, that allow them to work in a constructivist manner and a group of teachers who are aware of technology's "power-pointless" pit-falls is what the doctor ordered!
IMHO......Jim Forde of edtechnot.com
On EdWeek.com the following statement prompted a response from me. PLace your reaction below! (or better yet at the link I am providing at Ed Week)
The Article
Laptops, Internet access, scanners, and video cameras can help teachers and students access information and resources quickly and easily. Digital imagery, PowerPoint presentations, and microphones create fun, interactive classrooms.
But access and ease do not equal knowledge and comprehension, according to Peter N. Berger in his Oct. 26 Education Week Commentary. In the midst of all the educational technology hype, Berger writes that we have lost sight of the basics of learning and teaching.
How effective is cutting-edge equipment in improving actual achievement? Behind all the bells and whistles, does hi-tech gear really help students learn? Tell us what you think.
I posted in response...
Hi All,
This conversation NEVER changes. (See Larry Cuban's body of work.) The bottom line always has to do with the way in which educational technology is being used to transform classroom learning. Too often technology is used to confirm and "slicken up" old ways of doing things. Jeopardy style games and blue tooth clickers (and such) are NOT what kids need. A curriculum, and related technology tools, that allow them to work in a constructivist manner and a group of teachers who are aware of technology's "power-pointless" pit-falls is what the doctor ordered!
IMHO......Jim Forde of edtechnot.com
Tuesday, October 25, 2005
Lap tops are cool but....
Hi All,
I caught an article on-line...
The Article
...that highlighted a private school's new committment to lap top use. I wrote a letter to the author. See the following.
-----------------------------------------------
Hi Julia,
I enjoyed the article about Santa Fe and their daring venture into the digital world. The essential question for me is, "How will education be DIFFERENT as a result of all of this new technology?" If this infusion of dollars and technology leads to a digital version of what they are already doing then it is a waste of time. For example, handing in an assignment in by e-mail, versus paper, will not lead to a difference in what is learned and how it is learned.
How is homework more meaningful? What new experiences or curricular topics can now be covered? What impact is this having on student engagement or homework completion rates? What is the metric for "success" that the school has adopted for this project? (particularly considering the other ways in which this HUGE amount of money can be spent on the students)
Thanks for the article. Keep up the good work!
---------------------------------
Did I ask the right questions? What do you think about lap top learning? Obviously, the devil is in the details. Yes? or No?
Do you think that we have a responsibility to ask reporters to frame better questions when covering these types of stories?
Jim :-)
I caught an article on-line...
The Article
...that highlighted a private school's new committment to lap top use. I wrote a letter to the author. See the following.
-----------------------------------------------
Hi Julia,
I enjoyed the article about Santa Fe and their daring venture into the digital world. The essential question for me is, "How will education be DIFFERENT as a result of all of this new technology?" If this infusion of dollars and technology leads to a digital version of what they are already doing then it is a waste of time. For example, handing in an assignment in by e-mail, versus paper, will not lead to a difference in what is learned and how it is learned.
How is homework more meaningful? What new experiences or curricular topics can now be covered? What impact is this having on student engagement or homework completion rates? What is the metric for "success" that the school has adopted for this project? (particularly considering the other ways in which this HUGE amount of money can be spent on the students)
Thanks for the article. Keep up the good work!
---------------------------------
Did I ask the right questions? What do you think about lap top learning? Obviously, the devil is in the details. Yes? or No?
Do you think that we have a responsibility to ask reporters to frame better questions when covering these types of stories?
Jim :-)
Friday, October 21, 2005
National Ed Tech Plan action steps
HI All,
I just took the time to read over the action steps in the National Ed Tech PLan. I thought I would react to them in the hopes that some of you would read them and share your thoughts.
There are 7 of them. Four of them are obvious. 1) encourage broadband access 2) move toward digital content 3) integrate data systems and 4) consider innovative budgeting. This doesn't mean that I think that typical school district will be able to do these anytime soon but...yes, I agree 100% with them.
"Strengthen Leadership" - This one concerns me because I don't really understand how you could become a state, district or building leader without some technological literacy. Would a town or state really consider a tecno-phobe for a leadership position in this day and age? Why is this still a necesary action step? I continue to be impressed with the incredibly creative use of technology I see being used across the country by building level principals. This is particularly true in relation to communication and management tasks. Maybe this is why I am confused as to why this is still necessary. I like the sub-bullets which encourage creative technology partnerships with the business community and including students in planning.
"Improving teacher training" - How long have we beating this drum? Why hasn't it happened yet? One misperception that many in the public have is that many veteran teachers are technophobes and the new ones are tech-saavy. MANY young teachers I have encountered were is desperate need of training in technology for their own personal productivity. The vets seem to embrace any technology that has merit and innovate with it. Often the reason that teachers, in general, aren't using it more has to do with logistics, reliability, and availability. Am I right or am I right? See Larry Cuban for more on this!!
"Supporting e-Learning" - Are we really thinking that e-Learning is going to provide meaningful educational experiences for kids? I take on-line grad courses in order to efficiently get through my degree. I have all of the independent learning skills necessary to manage that situation. Does your typical kid? I think there is a place for this but there is a very small percentage of kids who have the situation necessary to meaningfully learn in this way. (ie- AP Mandarin Chineese class for which one instructor exists in a 500-mile radius) Take a second to think of three of your most meaningful educational experiences. Could they have been easily encapsulated into an e-learning experience? It's the teachers stupid! This is an OPINION. Am I wrong? Tell me why by commenting below.
All in all...these are good action steps. I guess what bugs me is the need that still remains for some of them and the shift away from the actual and towards the virtual classroom. Could it be the ever changing nature of technology or shifting priorities at the DOE that cause this constant need? I don't know but I hope this posting evokes a response.
Jim :-)
I just took the time to read over the action steps in the National Ed Tech PLan. I thought I would react to them in the hopes that some of you would read them and share your thoughts.
There are 7 of them. Four of them are obvious. 1) encourage broadband access 2) move toward digital content 3) integrate data systems and 4) consider innovative budgeting. This doesn't mean that I think that typical school district will be able to do these anytime soon but...yes, I agree 100% with them.
"Strengthen Leadership" - This one concerns me because I don't really understand how you could become a state, district or building leader without some technological literacy. Would a town or state really consider a tecno-phobe for a leadership position in this day and age? Why is this still a necesary action step? I continue to be impressed with the incredibly creative use of technology I see being used across the country by building level principals. This is particularly true in relation to communication and management tasks. Maybe this is why I am confused as to why this is still necessary. I like the sub-bullets which encourage creative technology partnerships with the business community and including students in planning.
"Improving teacher training" - How long have we beating this drum? Why hasn't it happened yet? One misperception that many in the public have is that many veteran teachers are technophobes and the new ones are tech-saavy. MANY young teachers I have encountered were is desperate need of training in technology for their own personal productivity. The vets seem to embrace any technology that has merit and innovate with it. Often the reason that teachers, in general, aren't using it more has to do with logistics, reliability, and availability. Am I right or am I right? See Larry Cuban for more on this!!
"Supporting e-Learning" - Are we really thinking that e-Learning is going to provide meaningful educational experiences for kids? I take on-line grad courses in order to efficiently get through my degree. I have all of the independent learning skills necessary to manage that situation. Does your typical kid? I think there is a place for this but there is a very small percentage of kids who have the situation necessary to meaningfully learn in this way. (ie- AP Mandarin Chineese class for which one instructor exists in a 500-mile radius) Take a second to think of three of your most meaningful educational experiences. Could they have been easily encapsulated into an e-learning experience? It's the teachers stupid! This is an OPINION. Am I wrong? Tell me why by commenting below.
All in all...these are good action steps. I guess what bugs me is the need that still remains for some of them and the shift away from the actual and towards the virtual classroom. Could it be the ever changing nature of technology or shifting priorities at the DOE that cause this constant need? I don't know but I hope this posting evokes a response.
Jim :-)
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