David Warlick Ryann Warlick Martin Warlick
Shakabuku Infographics Video

Three Convictions

The fun part of writing my latest book has begun – the second draft. It’s a bit like sculpting, looking at each paragraph, knocking out words that distract and inserting ones that enlighten. What’s really exciting is reading something that I had expressed poorly, and suddenly being able to fix it because I finally comprehend the idea’s deeper core.

I am currently working on the pages that describe my first year of teaching (no computers yet), and I find that I ended that year with three convictions that kept me in the education profession and helped to carry me through the next 40 years.

  1. Teaching is important.  If I had understood this during my early days in the classroom, I would not have allowed myself to get tripped up so easily.
  2. Teaching is a personal art.  A classroom is not a laboratory and none of its subjects can be controlled.  Even though there is much that is known about what works and what doesn’t, the most important tools for a successful teacher are imagination and inventiveness.
  3. Teaching requires a passion for both what and why you teach.  To be imaginative and inventive in your classroom, you must already know a lot about your subject, be in the habitual practice of learning and unlearning, and understand why your students should know it.

Why Tolerance?

The Kadam family leaves India for France where they open a restaurant directly across the road from Madame Mallory's Michelin-starred eatery.

My wife and I watched and enjoyed The Hundred-Foot Journey the other night.  If you have not seen it, you should.  If nothing else, Helen Mirren’s portrayal of a posh restaurant madam is an interesting contrast to that of a conscienceless hired killer in RED.

I posted a comment about the movie in Facebook, earning a healthy number of likes and an even more impressive number of comments.  Many of the statements suggested that watching the film would be a good way to teach tolerance – and I agree.

But, as I’ve thought about this and the movie, I think that it’s not tolerance that is being illustrated by the characters, nearly as much as it is finding the human value of each other.

If we were in the habit of looking for the human value of each other, instead of taking offense to the perceived differences, then tolerance becomes passé.

It seems to me that teaching the value of people as the objective would be easier than teaching tolerance.

N’es pas?

I Just Learned a New Word

In my efforts to write this book about the history of educational technology (as I have witnessed it), I’m finding myself doing more reading than writing. I guess that’s normal for book-writing, though it surprises me since I am typing this mostly from my own recollections.

This morning, in my reading, I learned a new word.  It’s mesofacts.  These are facts that, when learned, seem to be dependable, longterm and applicable truths – when in fact, they are likely to change within a lifetime, and often within a few years.

In his Harvard Business Review article, Be Forwarned: Your Knowledge is Decaying  Samuel Arbesman relates an example, a hedge fund manager saying in a conversation, “Since we all know that there are 4 billion people on the planet…”  4 billion people is what I learned when I was in school, and it still surprises me when I heard that it was up to 6 billion and now 7 billion.

Arbesman says that these mesofacts are far more common than we realize.  It makes me wonder about how much of what we are expecting our students to memorize, will simply not be true in their adulthood, and may even be problematic.

This all supports something that I heard someone say a few years ago.

Any question, whose answer can be googled,
should not be on any test.  

Another epiphanic statement, which may or may not be attributable to John Dewey is,

If we teach today’s students as we taught yesterday’s,
we rob them of their tomorrow.

 

Another word I learned is scientometrics.  Its the study of the shape of how knowledge grows and spreads through a population.

 

Arbesman, S. (2012). Be forewarned: Your knowledge is decaying. Harvard Business Review, Retrieved from https://hbr.org/2012/11/be-forewarned-your-knowledge-i

A Nation in Decline

North Carolina anxiously awaits its grades. State law (General Statute 115C-83.15now (2013-2014 school year) directs the State Board of Education (my former employer) to award each of the state’s public schools a grade, A-F.  80% of the calculated score is based on standardized test scores.

This is, to this citizen, further evidence of the arrogance of North Carolina’s pompously conservative law makers.  Is their goal, to improve the state’s public schools, when there actions are designed to make it easier for parents to judge their community schools at the same time that they continue to cut staff and instructional materials?  

An October 2013 NC Policy Watch article itemized the effects of state’s education budget (2013-2014), as reported by 34 local mostly conservative news outlets in 34 NC towns.  Among other degradations to North Carolina children, the cuts totaled the loss of 364 more teachers, 901 more teacher assistants and $8,226,774 for textbooks and instructional materials.

By coincidence a publication just released by the Southern Education Foundation reports that students in American schools, who qualify for free and reduced lunches, now outnumber those who do not. 51% of U.S. public school students are low income children.  Of North Carolina’s Students, 53% are low income, and to our south, 58% of South Carolina and 60% of Georgia public school students are low income.

I especially appreciated the statement made by SEF Vice President Steve Suitts.

“No longer can we consider the problems and needs of low income students simply a matter of fairness…  Their success or failure in the public schools will determine the entire body of human capital and educational potential that the nation will possess in the future. Without improving the educational support that the nation provides its low income students – students with the largest needs and usually with the least support — the trends of the last decade will be prologue for a nation not at risk, but a nation in decline…”

Marimuse Interview

In 1993, while I was working at the North Carolina Department of Public Instruction and exploring the educational potentials of the, then emerging, Internet, I ran across an intriguing and inspiring summer project being conducted at Maricopa Community College in Phoenix, Arizona.

With the local school district, they invited a diverse group of students who would be entering fourth, fifth or sixth grades (all at-risk of failure) into a MUD  or Multi-User Domain.  Essentially, a MUD is a text-based virtual environment.  Think SecondLife  where the environment is read about, instead of seen graphically.

This particular MUD was empty, flat asphalt.  These students, some of whom you couldn’t get to write their names in a classroom, were challenged to create a virtual city in the MUD, by learning a simple programming language and describing its buildings, parks and their own virtual homes, in all their richness, with words.

You can read what Howard Rheingold had to say about the project here.

At the end of the project, I invited a number of the organizers and volunteers to a virtual office I was maintaining at MIT’s MediaMOO, where my avatar was known as Peiohpah.  There I interviewed the team about their experience. I had acquired a virtual video camera, which recorded the exchanges.

Here is a portion of that interview played back on Pei’s TV.

[on Pei's TV]      ***********************************
[on Pei's TV]      **   C a m p   M a r i M U S E   **
[on Pei's TV]      **  An Interview with the staff  **
[on Pei's TV]      **      of the first virtual     **
[on Pei's TV]      **         Computer Camp         **
[on Pei's TV]      ***********************************
[on Pei's TV]
[on Pei's TV]      . . . the camera pans left to right over
                 Pei's Studio
 
[on Pei's TV]  A cozy corner with two comfortable sofas
               arranged for conversation in front of a large
               picture of a schoolhouse. Curiously, the
               walls of the schoolhouse appear to be
               transparent. There is a copy of Tuesday's
               *New York Times* on an end table.
 
[on Pei's TV]  Lila smiles at the camera
 
[on Pei's TV]  Pei says, "I'm here with a few friends today
               to talk about a project that they have been
               involved in this summer, Camp MariMUSE.  I
               call them friends although I have never met
               them face-to-face, and don't even know the
               sounds of their voices.  Yet I have
               profoundly enjoyed their companionship by
               interacting not only with their words, but
               with their imaginations, and -- most
               importantly to this interview -- with their
               innovation."
 
[on Pei's TV]  Pei turns to the rest of the group.
 
[on Pei's TV]  Miss-K says, "Hi, Pei"
 
[on Pei's TV]  Avalon  looks toward Pei, pleased to be
               here.
 
[on Pei's TV]  Pei says, "Why don't we start with my guests
               introducing them selves."
 
[on Pei's TV]  Woody waves to TV land
 
[on Pei's TV]  Miss-K giggles
 
[on Pei's TV]  Lila says, ""I am Lila on the MariMuse, a
               volunteer for the project.  I am a student
               at Phoenix college, a returning student"
 
[on Pei's TV]  Avalon says, "I am Billie Hughes aka Avalon
               on MariMUSE.  I worked with the team that
               first brought Muse to Phoenix College."
 
[on Pei's TV]  Pei senses that another member of the
               MariMUSE team is looking for them and
               disappears suddenly for parts unknown.
 
[on Pei's TV]  Lila waits for Pei to return
 
[on Pei's TV]  Miss-K says, "I am Miss-K on the Muse, and
               Susan Oram in RL (Real life) -- the school
               librarian at Longview Elementary School. "
 
[on Pei's TV]  Pei has arrived.
 
[on Pei's TV]  Wlad materializes out of thin air.
 
[on Pei's TV]  Pei says, "Hi Wlad!"
 
[on Pei's TV]  Woody says, "I am Rod Brashear, Woody on
               Marimuse.  I am a student at Arizona State
               Universtiy-West and also work for the
               Arizona Department of Education.  I
               volunteered to be involved with the Longview
               project."
 
[on Pei's TV]  Lila waves to Wlad, and thinks she has seen
               him before ;) "
 
[on Pei's TV]  Miss-K says, "Hi, Wlad"
 
[on Pei's TV]  Pei says, "Wlad, would you introduce
               yourself?"
 
[on Pei's TV]  Wlad says, "Hi, and I am Jim Walters.  I
               work at Pheonix College and am intensely
               interested in this medium."
 
[on Pei's TV]  Pei says, "Is that everyone?"
 
[on Pei's TV]  Lila thinks that is all for the moment,
               Platoon will join us later"
 
[on Pei's TV]  Wlad says, "Thanks"
 
[on Pei's TV]  Avalon turns toward Pei,anticipating a
               question."
 
[on Pei's TV]  Pei reads from his clipboard, then faces
               Avalon.
 
[on Pei's TV]  Pei says, "Avalon, would you begin by
               explaining how Camp MariMUSE came to be?"
 
[on Pei's TV]  Avalon says, "Wlad and I were in the library
               one day when the Dean walked in.  We were
               excited about what Muse was doing for our
               college students.  She suggested we do a
               summer camp for kids."
 
[on Pei's TV]  Avalon says, "We jumped at the chance and
               the rest is history."
 
[on Pei's TV]  Wlad says, "Avalon had heard a rumor that
               Joanne, the principal at Longview, might be
               supportive of a technology linked proposal.
               So we set out to meet with her."
 
[on Pei's TV]  Woody says, "wlad and Av planted a seed and
               didn't realize how big the tree would be.
 
[on Pei's TV]  Lila says, "...and still growing!"
 
[on Pei's TV]  Miss-K says, "it's rather like falling into
               the rabbit's hole with Alice."
 
[on Pei's TV]  Pei grins with understanding
 
[on Pei's TV]  Lila laughs at the rabbit hole analogy
 
[on Pei's TV]  Pei says, "So it began as an environment for
               college student?"
 
[on Pei's TV]  Wlad says, "We did try to start with the
               basis that it could accommodate learners of
               all ages."
 
[on Pei's TV]  Wlad says, "But college students were the
               group we began with because that was the
               group we had access to."
 
[on Pei's TV]  Avalon says, "We tried it first with our own
               students, but always dreamed of a huge one
               room school for learners of all ages."
 
[on Pei's TV]  Miss-K says, "The dream is starting to come
               true, isn't it?"
 
[on Pei's TV]  Lila nods agreement
 
[on Pei's TV]  Wlad says, "We took some risks in bringing
               in some of our own students, then to try to
               offer a class entirely in this environment."
 
[on Pei's TV]  Pei turns to Miss-K.
 
[on Pei's TV]  Pei says, "Miss-K,  Could you describe some
               of the landmarks of MariMUSE that your
               campers saw when they first entered the
               MUSE?"
 
[on Pei's TV]  Woody notices sweat on the brow of Miss-k.
 
[on Pei's TV]  Lila hands Miss-K a tissue
 
[on Pei's TV]  Miss-K smiles sickly!
 
[on Pei's TV]  Pei reaches over and touches Miss-K's hand!
 
[on Pei's TV]  Miss-K says, "Well, we went to Lady
               Starlight's castle first. "
 
[on Pei's TV]  Pei's eyes widen with excitement.
 
[on Pei's TV]  Miss-K says, "We also visited some of the
               places the first group of campers had
               created.  Also, Some of the campers spent
               quite a lot of time in an amusement park."
 
[on Pei's TV]  Wlad says, "A couple of the volunteers had
               created a space station that was the initial
               home of all the Longview campers."
 
[on Pei's TV]  Pei says, "Tell me about the students who
               participated in Camp MariMUSE?"
 
[on Pei's TV]  Woody says, "Do you want a feel for what
               they were like in RL, when they entered the
               room?"
 
[on Pei's TV]  Pei says, “Yes!"

[on Pei's TV]  Avalon sits back listening to those who were
               with the children the most to talk.
 
[on Pei's TV]  Miss-K says, "Well, it was quite a mixed
               group of children.  Our school is very
               multi-ethnic and those groups were
               represented at the camp."
 
[on Pei's TV]  Avalon looks at Miss-K remembering just how
               diverse the group really was.
 
[on Pei's TV]  Lila remembers being surprised at the young
               ages.
 
[on Pei's TV]  Miss-K says, "The kids were all going into
               the fourth, fifth or sixth grade.”

[on Pei's TV]  Miss-K says, "The children who attended were
               children who were definitely at-risk for
               failure in school either because of their
               back grounds or skills.  They were chosen by
               the teachers at Longview on the basis of who
               we thought might benefit the most. "
 
[on Pei's TV]  Wlad says, "The first day of camp was an
               exciting day.  Students had heard exciting
               rumors and were very eager, with a bit of
               confusion and trepidation, to come to a
               college and work with the MUSE."
 
[on Pei's TV]  Platoon materializes out of thin air.
 
[on Pei's TV]  Platoon says, "HI Pei, sorry I interrupted"
 
[on Pei's TV]  Pei says, "Platoon, my man! gime five!"
 
[on Pei's TV]  Platoon ^5's Pei
 
[on Pei's TV]  Platoon sits back and listens
 
[on Pei's TV]  Woody says, "The first couple of days the
               children were very quite and shy.  After the
               comfort level was attained the kids were
               conversing in the muse and RL with real
               excitement and interest"
 
[on Pei's TV]  Wlad says, "They seemed very young, and shy
               and seemed to be wondering why they were
               here, but then they got started began having
               fun."
 
[on Pei's TV]  Miss-K nods.
 
[on Pei's TV]  Pei says, "How did the students first
               approach the text-based virtual environment?
               What was their early reaction?”

[on Pei's TV]  Miss-K says, "On the first day, I heard
               whispers of, "This is dumb."  By the end of
               the first session, all the campers agreed it
               was about the coolest thing they had ever
               done.”

[on Pei's TV]  Lila recalls the excitement of the children
               when they left for the bus, how anxious they
               were to come back the second day."
 
[on Pei's TV]  Lila recalls how quickly the children became
               conscious of correct spelling"
 
[on Pei's TV]  Wlad says, "I had worried that the ones who
               couldn't keyboard might become discouraged
               and quit, but they just hung in and their
               skills kept improving."
 
[on Pei's TV]  Miss-K says, "Even this morning some kids
               were asking about getting back on the system
               so they wouldn't lose their keyboarding
               skills."
 
[on Pei's TV]  Pei says, "Those of you who were volunteers,
               how did you assist the campers and what sort
               of impact did this experience have on you
               personally?"
 
[on Pei's TV]  Platoon says, "My best the very best
               experience I had was when I started paging
               some of the campers and ask them if they
               need help...and they responded where are
               you...and i said that I am kinda far away
               from you...they couldn't imagine that "
 
[on Pei's TV]  Lady Starlight materializes out of thin air.
 
[on Pei's TV]  Platoon says, "I thought that was so cool to
               have to convince them that I am about 20
               miles away from them”

[on Pei's TV]  Wlad says, "She was having difficulty with
               him being in the same virtual room with
               her."
 
[on Pei's TV]  Lila says, "To build on Platoon's comments,
               one child initially refused to believe a
               volunteer was really in California."
 
[on Pei's TV]  Pei smiles
 
[on Pei's TV]  Lady Starlight says, "And another looked for
               a volunteer in the disk drive."
 
[on Pei's TV]  Wlad ecalls one student looking in the disk
               drive slot trying to see Angus."
 
[on Pei's TV]  Pei laughs and laughs and laughs
 
[on Pei's TV]  Lila laughs at the remembrance
 
[on Pei's TV]  Pei says, "What, exactly,
               did the MariMUSE campers do on a daily
               basis?"
 
[on Pei's TV]  Woody pulls out his muse curriculum daily
               guide.
 
[on Pei's TV]  Miss-K says, "every day the students were
               asked to complete a journal entry.  They
               also wrote at least one article per week for
               the newsletter.  They were also responsible
               for doing some creating in the MUSE."
 
[on Pei's TV]  Wlad recalls some of the homework and how
               serious the students were about getting
               together their descriptions and setting
               their character names.
 
[on Pei's TV]  Azure_Guest says, "What amazed me was that
               they were so unwilling to leave for break."
 
[on Pei's TV]  Woody adds that they felt three hours was
               too short of a day on the muse.
  
[on Pei's TV]  Lila says, "Do you remember how Ginji would
               go home, make her sister help her research
               so the cave could be exactly what she
               wanted?
 
[on Pei's TV]  Wlad says, "At the end of the first week,
               the students were wanting to come in over
               the weekend..”
 
[on Pei's TV]  Lady Starlight says, "They were all very
               proud of their work."
 
[on Pei's TV]  Miss-K says, "Ginji wears her Phoenix
               College t-shirt often."
 
[on Pei's TV]  Avalon says, "Above all, we learned that
               this medium was exciting to students, it
               captivated them despite its text-base.  And,
               they could handle the coding.  They were
               reading and writing for 3 hours a day,
               thinking and problem solving, and loving
               it."
 
[on Pei's TV]  Woody says, "It taped the intrinsic
               motivation of all the persons connected to
               the program.  Students Teachers, and
               volunteers."
 
[on Pei's TV]  Pei nods.
 
[on Pei's TV]  Pei says, "Have the kids come back to school
               yet?  If so, what are they saying about the
               MUSE now?"
 
[on Pei's TV]  Miss-K says, "Everyday I am asked, WHEN can
               I come back on line?"
 
[on Pei's TV]  Wlad says, "The children are eager to get
               back on-line and are stating that they have
               projects to work on, and they really want to
               check their mail."
 
[on Pei's TV]  Miss-K says, "I called all the MUSE kids
               into the library this morning and they were
               all talking at once.  They did not want to
               leave to go back to class."
 
[on Pei's TV]  Avalon says, "We believe we are just seeing
               the tip of the iceberg.  We believe we are
               on the wave of the future.  This medium is a
               window to a new way of learning."
 
[on Pei's TV]  Avalon looks at Miss-K remembering the child
               who said, “You don't think I am stupid, do
               you?”
 
[on Pei's TV]  Miss-K says, "The kids are so proud of the
               NY Times article.  They all want copies of
               it."
 
[on Pei's TV]  Pei says, "How did the parents react to Camp
               MariMUSE?"
 
[on Pei's TV]  Miss-K says, "We had an enormous turn out on
               the parent day.  We were amazed.  The
               parents are especially proud of their
               children.  I think it raises their self-
               esteem too."
 
[on Pei's TV]  Lila says, "Many parents had to take off
               work, with no pay, to attend any function to
               which they were invited.  Such as
               graduation"
 
[on Pei's TV]  Wlad says, "Some even rode over on the
               school bus to be here."
 
[on Pei's TV]  Woody says, "When the parents first met with
               us, PC volunteers and Wlad, There was a very
               small turn out.  After the camp was over
               there was almost 100 percent parent
               participation."
 
[on Pei's TV]  Lila says, "Running Wind's parents went to
               great lengths to attend graduation, they
               VERY proud of him and his accomplishments."
 
[on Pei's TV]  Wlad says, "And parents who had never heard
               their children talk about what they were
               doing at school were getting rave reviews
               and daily updates on the camp activities."
 
[on Pei's TV]  Avalon says, "We invited the superintendent
               who was amazed at the children's creativity
               and the amount of writing they did.  We also
               invited state representatives who felt the
               excitement.  And we had parents who knew
               their kids were really excited about and
               successful with learning."
 
[on Pei's TV]  Wlad says, "On graduation day, it really
               felt like one big family celebration."
 
[on Pei's TV]  Wlad laughs remembering how he helped
               Running wind entertain two of his
               younger relatives.
 
[on Pei's TV]  Avalon says, "Remember, this was only a 3
               week camp.  All of this happened in 3 short
               weeks."
 
[on Pei's TV]  Lila shakes her head, and says, "Hard to
               believe we did all that in 3 weeks."
 
[on Pei's TV]  Pei 's heart is full!
 
[on Pei's TV]  Woody throws time out the door.
 
[on Pei's TV]  Pei says, "Were there any real surprises?"
 
[on Pei's TV]  Miss-K says, "It seemed like a magical
               time."
 
[on Pei's TV]  Lady Starlight nods.
 
[on Pei's TV]  Lila says, "I was very impressed with the
               increase in global awareness."
 
[on Pei's TV]  Miss-K says, "I was blown away by the
               research that the students initiated!"
 
[on Pei's TV]  Avalon says, "One of the other teachers
               committed this week about how important it
               was for these kids to see the volunteers
               from the college working at their jobs,
               volunteering, and going to class.  It
               helped them see they could go to college
               too."
 
[on Pei's TV]  Miss-K says, "It was a time of being
               completely accepted."
 
[on Pei's TV]  Avalon grins at Miss-K.
 
[on Pei's TV]  Platoon  says, "it was a time of beeing
               equal"
 
[on Pei's TV]  Miss-K says, "Actually, I still get misty
               eyed about it. "
 
[on Pei's TV]  Avalon hands an embroidered hankie to Miss-K.
 
[on Pei's TV]  Miss-K giggles
 
[on Pei's TV]  Pei says, "What plans do you have for the
               future of MariMUSE?”

[on Pei's TV]  Avalon has been assigned to work on grant
               writing and assessment so we can continue
               and can learn as we proceed into the future.
               This is a major commitment from the college
               to a very important project.
 
[on Pei's TV]  Woody boogies about the future.
 
[on Pei's TV]  Wlad says, "By the 15th of September, we
               should have 12 terminals installed at
               Longview for the students to use.  There
               will be a 9600 baud modem line to the
               college.  We know that the equipment will
               work with that speed.  We want something
               that will work right away, so that we can
               get the kids back on-line."
  
[on Pei's TV]  Miss-K squeals in delight
 
[on Pei's TV]  Pei applauds
 
[on Pei's TV]  Miss-K will never get anything done once
               those terminals are in!
 
[on Pei's TV]  Pei rolls in the floor laughing
 
[on Pei's TV]  Avalon grins and grins and grins with
               excitement about the future.
 
[on Pei's TV]  Miss-K wrings her hands thinking of so much
               to do and so little time.
 
[on Pei's TV]  Avalon says, "We have very strong support
               from the Longview, Phoenix College and the
               district offices to continue and build on
               this."
 
[on Pei's TV]  Pei looks at his watch and turns back to the
               camera.
 
[on Pei's TV]  Pei says, "Viewers...I am speechless!"
 
[on Pei's TV]  Miss-K smiles
 
[on Pei's TV]  Pei says, "Except to say that I am deeply
               moved by these people and what they have
               accomplished this summer.  It is impossible
               to know all the consequences of how they and
               the experiences they have provided have
               touched the lives of a handful of children
               this summer.  Or how the technologies and
               techniques they are pioneering will effect
               lives in the future.  But my bet is that it’s
               enormous.”

[on Pei's TV]  From MediaMOO, this is Peiohpah saying "good
               night!"

In re-reading this interview I was struck by four ideas.

  1. The campers were engage in self-directed learning, because they were doing something with what they were learning. 
  2. Their enthusiasm had nothing to do with slick graphics and booming sound effects. It was text. 
  3. The campers were working hard, though they might not have called it work. Students who are engaged in this type of learning experience often call it, “Hard play.” 
  4. There seems to be a direct relationship between learner-engagement and parent-engagement. 
  5. Young Learners need to see adults model meaningful learning.

What if it happened before the Internet?

One of the challenges of writing a history of educational technology is that so much of it happened before the Internet. I have been surprised and disappointed at how much of it, that I barely remember, has never been reported on the now ubiquitous World Wide Web.

As a result, I’ve had to be resourceful in my research, and one of the tools that I’ve found myself going to again and again is Google’s Ngram viewer.  Here’s the situation.  I’m writing about happenings just after I left the NC Department of Public Instruction and discovering that my future is going to be in training and presenting, instead of Web design and development.  I believe that it was during this time when the term “Integrate technology’ was being adopted by ed tech advocates.  But I’m not sure.  How do I determine, on a timeline, the growing use and abuse of the term.

Click to Enlarge

Enter Ngram Viewer.  The default terms are Albert Einstein, Sherlock Holmes and Frankenstein.  The viewer presents a line chart, illustrating the number of Google digitized books that mention the term by year, from 1500 to 2008.  The default shows the gradual growth of Frankenstein from just after the publishing of Mary Shelley’s book (1818), and then a more rapid rise of Sherlock Holmes starting in the final years of the 19th century.  Occurrences of Albert Einstein started in the second quarter of the 20th century and then Frankenstein, again, overtakes and surges well above, starting in the 1960s – possibly as a result of television’s re-running of Frankenstein movies released in the 1930s and ‘40s.

Entering the term, “integrate technology into the classroom,” into Ngram Viewer, I learn that, although the term started to appear in the late 1980s, its popular use started to rise in the mid-1990s, as we left the growing number of education technology conferences with our new mantra, “Integrate Technology! Integrate Technology!  Integrate Technology!”

Ommmmmm!

Two Reasons I Won’t Use My Typical Opening Today

For the last several years, I have been opening my keynote addresses by describing something that I’ve learning in the last 24 hours. It was usually something that I’d run across on my iPad (Flipboard), or a conversation I’d had, or some other striking something that caught my eye.  Today, it would likely be the Olkaria IV Geothermal Power Plant just brought on line in Kenya with the assistance of Germany’s continued development of green energies.  I first learned about the plant from the Kenyan cab driver who took me from the St. Louis airport to my hotel yesterday.

But no story today.  The first reason is trivial though not insubstantial.  It’s time.  I’ll only have 45 minutes for my opening talk.  It’s usually closer to an hour.

The second reason is more important.  It is my audience; school librarians, students of library science, and supporters and administrators of school library programs.  I’m not launching into a demonstration of personal learning because librarians and their libraries are almost entirely about person learning.  Their patrons explore, examine, experiment and discover – in much the same ways that we all conduct our essential learning outside of school.

These authentic learning experiences are way to rare in the classrooms of our schools, and this is due not to the best intentions, reflections and inventiveness of our teachers.  It is my country’s continue obsession with market motivated and industrial methodology of public education.

Our Greatest Missed Opportunity?

Apple IIe Computer

I’m working on my new book and just ran across this article, an ingenious project at Chapel Hill-Carrboro Schools, here in North Carolina. Jim Tomberg, a teacher at the High School has received a grant from state and federal funds, to establish a software development course for his school. The funds were intended to promote unique and innovative projects in education.

The high school students in the project were to create original, documented (software) to the specifications of teachers in the elementary grades. Tomberg wanted the programmers to work closely with the students and teachers receiving the (software).

To make the entire project educational, Tomberg says he “let the kids make all the decisions. They organized the whole course.” They studied various brands of computers and decided what equipment to buy. Then they came up with the idea of doing a newsletter about their study – all composed on computers using word processing programs.

The (elementary) teachers who requested material did, however, retain complete control over the content of the programs. In every case, students spoke directly with each teacher to insure useful results in the classroom.

Sheila Cory, the districts computer coordinator is quoted saying, “The computer is (forcing) us to reexamine our goals in education.”*

If you’d like to read the article, you’ll have to dig up a September 1983 issue of Compute Magazine, page number 100.

In many ways, I think that we were more innovative and even forward thinking back before computers and the Internet became mainstream.

* Blackford, J. (1983, September). Computers in school: New approaches. Compute!, (40), 100. Retrieved from http://www.atarimagazines.com/compute/issue40/computers_in_school.php

“Follow the Money” to Ferguson

Chris Lehmann challenged us (EduBloggers) last week to join the conversation about the police shooting of an 18 year old African-American man in Ferguson, Missouri and militarized posturing of law enforcement against the resulting protests. To be honest, I was not fully aware of the situation, too focused on getting my daughter ready to return to college and establishing a second residence to be closer to my and my wife’s parents.

I’ll agree wholeheartedly with all of Chris’ sentiments here, here and here, and would expound on them if I could. But, as a white, anglo saxon, protestant, eighth generation American, whose grandfather’s grandfather probably owned slaves, I honestly do not feel worthy to ardently express righteous sympathy with what I would characterize as second Americans. White man’s guilt?

I would like to ask a different question, though – and not as an attempt to distract us from a conversation about the unfulfilled promises (myths) of the American Dream. I ask this alternate question because I believe that there is another struggle happening here, one that possibly goes back to the beginnings of this country.

Looking at the picture to the right, I do not see how anyone could disagree with calling this a militarized police presence. But where did all that military hardware come from? Who bought it? ..and why? ..and Who got paid for it?

If we agree that one reason for learning (being taught) history is to avoid making its mistakes1, then here might be a useful starting question, “What were the historical mistakes that led to the situation of this picture?”

This could go almost anywhere in human history, of course, and why should formal learning experiences be limited (by testable standards)? But that’s a different issue — maybe.

We might, for instance, go no further than a little more than a decade ago, when 19 mostly Saudi Arabian terrorists, attacked the United States at it’s heart, New York City. Those 19 mostly Saudi Arabian men, using our own technology against us, were effective nearly beyond anyone’s imagination.

Our response was to make war in Afghanistan and Iraq and declare war on terror, establishing the Department of Homeland Security.  Although little else happened here, local police forces still find themselves armed for terror both from without and within. ..And you know what they say about a hammer.2

I would suggest that we responsibly and effectively teach history to avoid its mistakes, but also as a guard against having history re-written for us.

I will close here by suggesting that we ask students utilize contemporary literacy skills and do what Deep Throat3 said, “Follow the Money.”

 

1 A paraphrasing of George Santayana’s quote, “Those who cannot remember the past are condemned to repeat it.Santayana, G. (1905). The life of reason. Project Gutenberg. Retrieved from http://www.gutenberg.org/ebooks/15000

2 The Law of the Instrument, or as Abraham Maslow said in 1966, “I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail.

3 Deep Throat is the pseudonym given to the secret informant who provided information toBob Woodward and Carl Bernstein of The Washington Post in 1972 about the involvement of United States President Richard Nixon‘s administration in what came to be known as the Watergate scandal.

 

 

 

 

 

 

 

 

 

 

I Can’t Believe I’m Doing this Again!

One of the nice things about writing again, is that it doesn’t require a huge monitor.  Therefore, I am not chained to my upstairs office.  I can do it virtually anywhere.  :-)

In our 35 years of marriage, there have been only a few instances when my wife realized what a cleaver fellow I am – maybe three. I think one occurred yesterday.

As you may be aware, I am winding down my career as an educator.  My wife, concerned about identity security, has spent parts of the last couple of days looking for my social security number included in two large file cabinets of documents from 19 years of clients and jobs.  She commented, as we were walking up to North Hills yesterday, that I had accomplished a lot in my years as an independent and been part of some pretty exciting developments in education and technology.

Then she said, “You should write a book about all of this.”  

My reply was simple, the same that I’ve said to colleagues who have recently asked, “So now that you’re not traveling so much, are you going to write a new book?”

“No!”

“I’m through!  I’m tired!  ..and writing is really hard work for me…”

Yet, this morning, as I woke and lay in bed, my mind was going like it hasn’t in many months, seeming to have realized that in some deep and evil corner of my brain, the decision has been made.  I had an outline written out by 8:30 this morning – for a new book about the history of educational technology.

I really can’t believe that I’m Doing this Again!

keep looking »

Photo taken by Ewan McIntosh in a Taxi in Shanghai

RSS Subscribe

Search

Admin

Books Written

Cultivating Your Personal Learning Network
2nd Edition (2012)

Redefining Literacy 2.0 (2008)
Classroom Blogging
(2007) • Lulu
• Amazon
Raw Materials for the Mind
(2005)

Flickr Photos
Tagged with travel

www.flickr.com
David Warlick's items tagged with travel More of David Warlick's stuff tagged with travel
Teach.com
  • What I’m Reading

    MIT inventor unleashes hundreds of self-assembling cube swarmbots | KurzweilAI: MIT inventor unleash [...]

    Scientists test new archeological plane over Peru - Updated News: Scientists Test New Archeological [...]

    AMERICAS - In Peru, drones used for agriculture, archeology: In Peru, drones used for agriculture, a [...]

    Plutocrats vs. Populists - NYTimes.com: Plutocrats vs. Populists By CHRYSTIA FREELAND November 1, 20 [...]

    According to Newzoo’s 2013 Global Games Market Report, game revenues will grow to $70.4 billion worl [...]