It Wasn’t the Same that it Was a Few Minutes Ago!
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I took this picture, walking out to the car last night. |
I know that some keynote speakers do not do this as a general rule, because it is “work,” and I understand this position, but one of the best parts of my job is getting invited to dinner by local district ed tech leaders or conference organizers the evening before the event. Granted, I’m not always excited about it, when I’ve been traveling all day and I’m tired. But I’m always (ALWAYS) energized and I’m always going back to my room with something I didn’t know before.
Last night it was with four folks of the Thompson School District, in Loveland (love´-lund), Colorado, just south of Fort Collins. Diana (sorry if I get the names wrong) is experiencing her first Colorado winter, a former eMints coach from Missouri. She shared a lot about the structured eMints approach, and the adaptability that is enabled by their constant collaborations. Jenny comes from the media side and is with redefining the school library and asking all the right questions. Monica Monika is one of the most innovative and open educators I’ve met — and courageous. In a district that has things fairly locked down (like most), she’s convinced the PTB to open her classroom and ask her students to bring their computers to class and integrate (students are asked to integrate the tech). And then Kellie Bashor, the district technology integration coordinator, did what good leaders do — she listened.
I think that the high point for me was when Diana was asked what she would be presenting tomorrow (today) at the district’s staff development event. She said, “It’s Not the Same Thing it was Going to be a Few Minutes Ago.” That is the perfect title for a conference presentation, and I got her permission to use it.
One of the stats I’ll be including in my keynote this morning is that only a few years ago, the world was doubling technical knowledge every two years. At some point, during 2010, knowledge will be doubling every 72 hours. The the test answers are going to be changing. We need to get rid of the high-stakes tests. They are irrelevant, counter-productive, and harmful to our children and their future.
In a time of change, we should not be asking, “Did you learn this?”
Instead we should be saying, every day,
“Show me what you’ve learned! … and surprise me!”
I think it’s going to be a good day.
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January 3, 2010
Internet before WWW / Learning before Education
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This is Gopher, one incarnation of what the Internet looked like before the World Wide Web1 |
In Internet is to WWW as Education is to…, Willy Kjellstrom reflects on his recent reading of Lawrence Lessig’s The Future of Ideas — and how he (Willy) discovered that there is a difference between Internet and World Wide Web. We often use the terms interchangeably, without loss of meaning. They are, at this time, practically synonymous.
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From January 1 Blog Post (click to enlarge) |
Then, at the end of his article, Willy questions my January 1 resolutions post, where I resolve to avoid using certain terms, including education, preferring to emphasize learning.
Now I recognize the futility of complying fully with ones post-New Year’s Eve promises to one’s self. But I would like to draw on two distinctions between my perspective and that of Kjellstrom.
Number one, Willy appears to be younger than I am — “Harvard Alum ‘05,” according to his Facebook page. Of course, that could be graduate school, which he, like me, may have attended over a decade after general college. But for the sake of my objective, I’m going to assume that Kjellstrom is decades younger than I am.
You see, I have always known the difference between the Internet and the World Wide Web, because I knew an Internet before WWW. I remember when you navigated the network of networks using Telnet and FTP — when, if you wanted to look up the meaning of Telnet, you had to know the IP number of a server that housed a file with definitions. I remember the rise of Gopher and the slower but formidable rise of the World Wide Web. I recognized these as protocols for shaping how information logically connected, so that we could navigate the network of ideas. Yet, I grant that in most contexts, I can exchange the terms in my conversations without losing meaning.
Also, being 34 years out of college and 16 years out of graduate school, and especially because of the shifts we have seen during the most recent decades, I understand that learning is an integral part of life, not just something that you do in school — a realization that I know Kjellstrom and you readers understand as well.
But, and this is my second point, in this time when so much is shifting (industrial to post-industrial, machine age to knowledge age, whatever you want to call it), learning has become a critical life skill.
I can remember, standing in line, at my high school graduation, and two graduates behind me claiming that they would never read another book. At that moment in history, and at that moment so close to our formal education, it was a perfectly plausible proclamation. They were, no doubt, getting jobs in one of the town’s mills and expecting to work the same job tasks for the next 35 years. We had been prepared for the next 35 years. What none of us knew, was that in less than 15 years those mills would all be gone, and my classmates would have to, as Toffler predicted, “learn, unlearn, and relearn” as a way of life.
Education is still characterized as a place you go, to get taught — where we teach and our students learn how to be taught. Yet, in the real world, learning is not something that is done to you, but something that you do yourself, in your own way, with your resources and sense of resourcefulness. I am not saying that every student moment in school is spent in passive receipt or that teaching should never happen. But “being taught” is still the character of the beast, and it is getting in the way of helping people learn to teach themselves.
If our global connectivity and sharing of ideas — our network of networks — was in desperate need of reform and the World Wide Web was getting in the way of that reform, then the distinction between Internet and WWW would be much more important.
Thanks, Willy, for continuing this conversation.
- ”Types of Internet Protocols.” Online Library Learning Center. The board of Regents of the University System of Georgia, Web. 2 Jan 2010.
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December 22, 2009
All Those Moments
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From a July 2008 blog post on petitinvention about visual information search in the future. |
I’ve seen things you people wouldn’t believe. Attack ships on fire off the shoulder of Orion. I watched C-beams glitter in the darkness at Tannhäuser Gate. All those moments will be lost in time like tears in rain. Time to die.1
Blade Runner, 1982
Some times I feel like Roy, the dying replicant (robot), lamenting the loss of one soul’s experiences — what sites he’s seen. We’ve been witness to some pretty amazing sites in just the last few years, and they have been both tumultuous and exhilarating.
We have been a part of a dizzying array of advances — and yet, change has been just slow enough that we do not see it nor do we think that much about it — amongst our every day endeavors. Of course, this paradox shouldn’t surprise us considering that as my country works hard to overhaul its healthcare system, and the world grapples in Copenhagen, to rein in global warming, what holds our attention is the infidelities of a professional golfer.
That said, I feel it is important that we, during this holiday season, be reminded that in the year 2000
- You were probably still running Windows 98 on your PC, or OS 8 or 9 on your Mac — on which you were still using Hypercard.
- If you used a laptop, you had to plug it into the Internet — and often through a telephone.
- E-mail was still THE killer app because there was no MySpace.
- To twitter was “to make high-pitched sounds, as of birds.”
- There was no Firefox, no Flickr, and no Facebook.
- The hottest thing going was Napster and the hottest MP3 player was the RIO, from Diamond Multimedia, with 32Mb of audio storage to brag about. (that’s 1/2000 that of today’s iPod Touch)
- Some of what’s happened since 2000 has not been that noticeable, such as genetically engineered corn and applications of nanotechnology.
- Some of it, we should have noticed more, such as our exploration of the Saturnian system, and skid marks left on the surface of Mars — and most of our textbooks still call Pluto a planet.
- The software that you used came in a box with a paper manual — and you most likely paid for it.
- PDAs had a stylus.
- No one had a Blackberry or iPhone, and
- If you owned a mobile phone — it was just a phone.
- You weren’t blogging and if you maintained a web page, it was with Dreamweaver or Microsoft Frontpage.
- ISTE was NECC and NECC was in Atlanta, and we don’t know what was hot, because we weren’t blogging it.
- We were not worried about China and India, and we’d just gotten through Y2K with hardly a hitch — thanks to people from China and India.
- Yahoo! looked like this
- CNN.com looked like this
- My web site looked like this
- ..and Google pretty much looked the same that it does now.
- Wireless Internet, iPhones, and traffic-displaying GPS would, to many, have seemed “indistinguishable from magic.”
What, that we would call astounding (magical) today, may we take for granted ten years from now — and how prepared will the students attending our classrooms today be for that future?
- If you were teaching in 2000, then you remember a sense of professional pride, which has been stripped away for political gain.
In 2000, society’s most critical endeavor, education, had not yet been usurped by amateurs in Washington, and driven decades in the wrong direction by people who saw no further than the industry-modeled classrooms they’d attended decades ago.
What will 2010 bring? In the next few days, I’ll tell you…
- Fancher, Hampton, and David Webb Peoples, Script. Blade Runner. Dir. Ridley Scott.” Perf. Hauer, Rutger. 1982, Film. [↩]
December 3, 2009
Learning Languages through Subtitles?
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I saw and enjoyed Amelie dispite the fact that Audrey Tautou’s eyes in this movie poster really creeped me out. |
I don’t enjoy watching foreign films with subtitles. I’m almost always glad that I did, but it’s work for me — and I usually go to the movies to relax. There is also, I’m sure, some discomfort associated with my not being a successful foreign language student when I was in school, doing only slightly better in Latin than in French and Spanish classes. ..and references to my fairly severe hearing difficulties probably provide more consolation to me than a real excuse for my academic failures. Never really had to listen to Latin.
But I remember a conversation at one of the foreign language teachers conferences I’ve spoken at about how immigrants are developing their English language skills by switching on the closed caption feature of their TVs — and that’s the memory that surfaced when I learned about AnySubs. It’s a collaborative archive of files that provide subtitles for movies, operating along side the movie file. Here’s how it works.
- You go to AnySubs, and type the title, or a string from the title of the movie you wish to read along with. I happened to have an MP4 of Mary Poppins in an external hard drive. With the proper number of Ps, I find an entry for the 1964 movie and learn that it got a 7.6 user rating from IMDb.
- Clicking the entry, I learn that there are two English subtitle files and one in Finish. One of the English files might be used by students with hearing deficiencies, but pretending I’m teaching Finish to my high schoolers, I click that entry and then click Download.
- The subtitle downloads are compressed. One I ran across last night was zipped (.zip), but this one is compressed in Roshal ARchive, or RAR (.rar) format. Fortunately, Stuffit Expander handles it flawlessly. Although there are others, the subtitle decompressed files I’ve downloaded were in SubRip format (.srt).
- After that, the process is simple, though I had to do some research to learn it — as the AnySubs site seems to be fairly Windows-centric.
The movie file (most formats seem to be workable) and the subtitles file must be in the same folder or directory, and they must have the same filename — except for the extension. Several movie players seem to support subtitles, but not QuickTime, at least from my experiments. So I re-acquired VLC, a cross-platform open source media player that handles a wide array of video and audio formats. Opening the movie file with VLC, the Finnish subtitles automatically appear, as I watch one of my children’s favorite childhood movies.
Now I can imagine developing my skills in this language (after mastering the vowels) by watching familiar movies and TV shows and making myself read the captions — or finding a Finnish film and applying English subtitles. But I suspect that language teachers can come up with some creative ways to use this.
What do you think?
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April 23, 2009
Does it Hurt the Profession
This continues to be an amazing trip — if only because I left home last Friday and have yet to get on an airplane. I love it. Yesterday, I was lucky enough to catch the Acela high speed train back from Boston to NYC, arriving at 8:00. The hotel is on a fairly shady street, so I stuck to my room last night, forgetting to e-mail my brother with a breakfast restaurant suggestion. A little surprised that a New Yorker would ask a North Carolinian for restaurant suggestions in NYC. I’d caught sight of a dinner on my walk up from Penn Station, but couldn’t remember the name this morning.
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So, and this is a first for me, I pulled up Google Maps, found Penn Station. Then I switched to “Street View,” retracing my walk, and there it was/is the Tick Tock Dinner, just beneath the Hotel New Yorker. It’s OK. I’m not ashamed of being old enough that this stuff still AMAZES me.
It was an excellent day at Nobles and Greenough School yesterday for their Emerging Technologies Conference. I was a little intimidated by the fact that their last two keynotes were Alan November and Will Richardson. But the day went off well, made new friends, and was very pleased to witness Liz Davis’ first large audience presentation/keynote, which she did with Tom Daccord — obviously seasoned at this sort of thing. She was at ease, funny, highly expressive (which is important on a stage), and passionate. She did GREAT.
However — and the point of this blog — during my afternoon session about on-demand, in-time, on-going, and casual professional development, a young man, from the predominantly private school audience, politely interrupted to ask,
“In our efforts to improve the community’s image of teaching as a profession, does it benefit us to openly utilize this social information environment, which is not formally published, is un-vetted, in unrespected in some communities.” (a liberal paraphrasing of the question)
There was a lot that I could spout from the Web20 koolaid. But what’s tricky is that we all have our own vision of the profession and makes it a profession — and it isn’t right for me to intrude on his vision with my own.
So what does this messy new information landscape that I’m suggesting we make significant use of, do to the profession? Please comment!
But here’s a paraphrasing my answer — or what I was trying to convey.
“I believe that the professional educator, today, must engage in this open and global conversation. We should blog (or whatever), reflecting on our experiences and our profession. We should actively and generously share what we’re learning, contribute to the conversation and the the growing body of knowledge, and we should invite other stakeholders into the conversation where appropriate. Our professional and personal image should become dependent on the quality of our communications, the logic and validity of our ideas, the threads of connection with the ideas of others, and our knowledge built from success and failure.
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April 9, 2009
Let’s just put them all in jail 24/7
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This is one of those posts where I might have gotten a bit carried away. But that title about jail comes from one of the comments I got when I posted some quotes from Education Secretary, Arne Duncan, on Twitter and Facebook yesterday. The national education leader visited two Denver schools on Tuesday, and to an apparently unsympathetic room of about 400 middle and high school students,
Duncan said American schools should be open six days a week, at least 11 months a year, to improve student performance. (Gandy)
According to the 9News.com a story, entitled “Education Secretary says kids need more school,” Duncan said to the teenagers,
You’re competing for jobs with kids from India and China. I think schools should be open six, seven days a week; 11, 12 months a year.
I do not know enough about the school (Bruce Randolph) that Duncan seems to be holding up as a model for the nation, for an opinion. But the two statements, attributed to the education leader, not only make my blood boil — but they are simply “Dead Wrong!”
Arnie Duncan was nominated to the Secretary of Education post by President Barack Obama in mid-December last year, and smarter men than me immediately called foul (See Gary Stager’s “What Do Arne Duncan & Paul Bremer Have in Common?). I wanted to give Duncan the benefit of the doubt, but all doubt’s gone now. We’ve gotten no where and we’re going nowwhere, especially if we are going to extend the sentencing of our children.
One commenter of my Facebook posts said,
..the competition we have vs. India and China (2 Million … Read MoreMinutes) is an impossible task to overcome. Those are the best of the best compared to our better kids.
I would extend this mismatch to suggest that it isn’t simply that we’re comparing their best apples to our better apples. First of all, you’re not going to win the blue ribbon at the county fair by leaving your apple pie in the oven longer. And secondly, why not grow oranges instead. Doesn’t a global market place need diversity of talents and skills — not everyone trying to best each other on the same narrow array of standards.
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But we’re not talking about fruit are we? We’re talking about our children. ..and let’s face it, we’re talking about nothing less than institutionalizing “child labor” to satisfy a failed belief that higher standardized test scores will reliably lead to a stronger economy, more prosperous citizens, and a vibrant democracy. What it leads to is boredom, ca lapsing morale among our best teachers, children without passion, children dropping out, and a growing and prospering testing industry.
I was so incredibly lucky to have gone to school when I did. Even though I did poorly on tests, was not conscientious about homework, blah blah blah (we didn’t diagnose leaning disabilities (diversities) back then). I had wise teachers who said, “He’s bright and he can learn anything he wants to learn.” My parents didn’t worry.
My son, who’s not A.D.D., still performed poorly, because he was bored. He didn’t care. He wasn’t drinking the kool aid. He spent his time and attention with his music. I remember when a middle school math teacher refused to sign off on his enrolling in more advanced math classes in high school. She urged us to keep him out of math. The cynic in me is convinced that continued poor math performance wouldn’t have been good for the school.
We put him in Math and he performed poorly — until he approached his senior year and realized that his grades would prevent him from earning that music scholarship he need for his music school of choice. So during his senior year, he out-performed, in calculus, classmates who’d already been accepted at MIT.
Now if you think that the moral of this story is “making kids want to do well in Math will result in better performance,” then you’re wrong. The moral of the story is that if my son finally wants a job, where he needs to know Calculus — then he’ll learn calculus. You see,
Anyone who can master something that he or she is passionate about,
Can learn anything!
Bring passion back into education — and kick out the standards!
..and while you’re at it, kick the amateurs out too!
Gandy. Sara. “Education Secretary says kids need more school ,” 9News.Com 8 Apr 2009. 9 Apr 2009 <http://www.9news.com/news/article.aspx?storyid=113300>.
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February 6, 2009
A Very Cool Story
At this moment, I’m sitting at the Burlington Airport, having a burger in the restaurant filling time before my 7:00 PM flight to Washington. Then is a short wait for the final leg to Raleigh and a full Saturday at home.
It was an excellent day in Burlington, working with educators from the Northwest region of the state. Vermont is an interesting place with very interesting people, and the workshop ended out being a lot of conversation and sharing of ideas. It was one of those days I wish somebody had recorded — everything.
One of the best stories I heard was told by a school librarian, Kathy Gallagher. Her daughter is a senior in high school and is currently shopping for colleges. Kathy said that all of the schools her daughter is considering have their own Facebook groups — except for one, a fairly small liberal arts school. …So her daughter set up the the group for the school. She said, “In just a couple of days, the group grew to over 300.”
This was very impressive — to all of us. But hoping to learn more, I asked, “So why did she set up the group?”
Gallagher looked at me, as if I had completely missed the point. I had completely missed the point. She said that her daughter was visiting the Facebook groups to get answers to questions about student life at the schools from the perspective of students. She wanted to ask the same questions about the small liberal arts school, so she created the community for the school, grew the community, and then had over 300 sources for answers to her questions.
This was, hands down, one of the most interesting and resourceful strategies for finding information on the Internet that I have ever heard. It has as muct to do with working the environment as it does with using Google.
August 16, 2008
A Nice Evening…
Not a lot of writing going on these days, the waning weeks of Summer Vacation claiming much of our attention. I certainly haven’t been writing much of consequence, especially as I’ve been busy with school districts, who are kicking things into action early with staff development institutes. Yesterday had me opening things up for Currituck County Schools, in the far northeast corner of North Carolina.
That day went well with an address to the full faculty and staff of the district in the morning, and then the afternoon with the high school teachers. Those of you who do what I do know what a tough gig the first day of the new school year can be. Teachers are seeing each other for the first time in weeks, and they have so much to do to be ready for their students — and now they have to listen to this guy from Raleigh with credentials that “don’t really have anything to do with my biology curriculum at all.”
Anyway, what I wanted to write about, really for my own reasons, was Thursday. I spoke to the ed tech facilitators in Winston-Salem and then drove by Raleigh, picking up Brenda, so that she could drive me the rest of the way to Elizabeth City. After settling into our room, we drove on down to the town, situated on the Pasquotank River, and nicknamed “The Harbor of Hospitality.”
After walking around a bit, we had dinner out on the patio of Groupers, a locally favored seafood restaurant and lounge. I suspect that the fact that the temperature was in the mid-seventies (24c) with a lovely breeze blowing off the river is the main reason for the blog post. I typically will not eat outside between April and November. But aside from some flies, most of which I trapped under the butter bowl (talk about some pissed-off flies), it was a wonderful time.
After supper, we walked around the town some more, and then over a bridge and down one of the tributaries, where we watched locals crabbing — quite successfully. I assume that they were blue crabs, but I could be wrong.
So, again, this post is mostly for my future enjoyment.
August 7, 2008
Action Research & Teacher Leadership
I got to the Reliant Convention Center a couple of hours early, and enjoy the magnificent hospitality of the central office folks for the Houston ISD before my keynote. Particularly, I met a Mr. Cruise. Apologies for not remembering his first name, and I can’t find him in the HISD directory. But he told me about two programs that he is involved in that intrigued me to the point of sharing here — at 4:34 AM ;-)
First of all, like North Carolina, HISD is experience the challenge of attracting enough new teachers to the district to fill their yearly needs. They, like NC, are having to even go the Central America and Europe to recruite. Cruise is involved in a program to develop teacher leadership in the schools. They are finding, like many of us, that it is not necessarily the less than professional salaries that teachers receive, that is driving them from the classrooms, nearly as much as it is the condition of the job.
I’ve said many times that teachers choose this profession because they want to succeed. But their measure of success is not the same as the governments, and they often clash, costing educator’s their professional integrity. One of HISD’s strategies is to cultivate leadership among the teachers in their school, not to groom future administrators, but to build sustanable teaching and learning cultures in their schools. [Image1]
Another program that intrigued me is action research. Educators are being trained to perform research studies within their schools to explore and discover problems and the often hidden causes of those problems. He told me about one school, that, by most measures was a success, but not a resounding success. They’d not been able to make Exemplary Status. They discovered, through their action research, that devoting more resources to ESL learners in grades K-2 would would bring all students up to a more even keel.
He said that when folks at the central office learned of this, their response was that, “We could have told them that.” But the difference was that the school invested itself in learning the problem, and, as action researchers, were more intune with the probable solutions.
On another note: I’m sure, over the coming weeks and months, I’ll be seeing a lot more presentations and workshops at the conferences that I work, on writing grants. Not all — but many of the states I’m working in are experiencing crippling budget cuts. I’ll never forget the principal of my children’s high school telling us how their central office was mandating this list of expectations, but simultaneously saying that there was no money for them — that you have to apply for grant money to pay for them. It’s a question I’ve asked before,
“Why has education in America, institutionalized begging?”
It occurred to me this morning — what if our classrooms received all of the resources they needed, by virtue of being a future investing, citizenry inspired, government service. What if the grant money was going to the students to conduct their own action research?
2? Worth!
- "55:366 - February 28: Teach." Emtboy9's Photostream. 28 Feb 2008. 7 Aug 2008 <http://flickr.com/photos/justageek/2300396608/>. [↩]
February 8, 2008
High School Rant
newsobserver.com | Dropout rate, suspensions on rise in N.C.:
North Carolina high school students are dropping out in increasing numbers despite more efforts to keep them in school, prompting frustrated education leaders to call for raising the minimum dropout age from 16 to 18.
This is the opening paragraph of a story that appeared in today’s News & Observer, our Raleigh daily newspaper. The subcaption of the article’s title is, “Educators call on General Assembly to raise dropout age from 16 to 18 as they seek answers.” I have enormous respect for the state’s superintendent, June Atkinson — and know, first hand, that the Department of Public Instruction and school districts across the state are going to heroic efforts to solve this potentially devasting problem — within almost inpenetrable constraints.
But we all know that you can’t legislate a solution.
The solution is in our classrooms where we continue to school our children rather than prepare them for their future. Where, outside of school and in their future, are people spending all day doing…
This |
OR | This |
OK! OK! I’m not saying they shouldn’t be reading books or writing on paper. But too often, TOO OFTEN, this is the extent of their education experience, and it is so foreign to the world that they know. Marc Prensky talks about how we are immigrants to their digital world. What are they too our’s?
Article Citation:
Hui, Keung. Dropout Rate, Suspensions on rise in N.C..” The News & Observer [Raleigh]8 Feb 2008: A1.
Technorati Tags: warlick education highschool rant dropout
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