My questions first: 1) Where are U.S. citizens getting misinformation? 2) What do the liars have to gain by misinforming us?
According to a May 11 Public Policy Polling press release, 43% of voters believe that unemployment as increased during Obama’s presidency.1 In truth, there are more U.S. citizens employed today (April 2016, 5,867,000) than at the highest employment period of the GW Bush administration (April 2008 5,540,000) – this from the U.S. Bureau of Labor Statistics. The first graph shows a devastating dip in employment during the first months of Obama’s presidency, but that was clearly a result of the banking debacle, which happened before his inauguration.2
PPP’s polls also indicate that 32% of voters believe that the stock market has declined during the current administration.1 Again, this is untrue. Microtrends’ historic charts for the Dow Jones indicate that the previous administration enjoyed a high Industrial Average market index of 15,811 in October of 2007 – only 1,070 points above the value on his first day of office. The highest index during Obama’s two terms was 18,314 on February, 2015 – an increase of 9,329 points above its value on the first day of his presidency.3
Again, Where are U.S. citizens getting misinformation? .. and what do the liars have to gain by misinforming us?
2 BLS Data Fander 0.8. (2016). Retrieved from United States Department of Labor website: http://beta.bls.gov/dataQuery/find?st=0&r=20&fq=survey:[ce]&more=0
3 Dow Jones – 100 Year Historical Chart. (2016). Retrieved from Microtrends LLC website: http://www.macrotrends.net/1319/dow-jones-100-year-historical-chart
A 15 year old Canadian schoolboy, with a fascination for the ancient Mayan Civilization, recently theorized a correlation between the star positions in major constellations and the geographic locations of known Mayan cities. Based on this theory, he used Google Maps to suggest the location of an unknown ancient city. The Canadian Space Agency was so impressed that they used a satellite-based space telescope to study the spot and confirm the existence of the hitherto, unknown city.
In my work I ran across many ordinary youngsters who — with access to technology, supportive teachers and unconstrained curiosity — did extraordinary things. It all begs for a more empowering and imaginative way of educating our children.
97% of scientific papers written by climate scientists state the position that global warming is caused by human activity. This is not a secret.1 Yet, according to a 2008 Gallup Poll,2 questioning people in 128 countries, only 49% of U.S. citizens believe what these scientists are telling us. That’s a smaller portion of the population than 86 other countries.3
My point is this. What we typically think of as literacy and what’s taught in schools, needs to expand. In the age of Internet, social media and 24 hour news, literacy is no long just the ability to read and comprehend. It is equally critical that the literate be skilled and inclination to detect if what they are reading is intended to inform their behavior, or manipulate it.
2 Pugliese, Anita; Ray, Julie (11 Dec 2009). “Awareness of Climate Change and Threat Vary by Region”. Gallup. Retrieved 22 Dec 2009.
3 Climate change opinion by country. (2016, March 26). In Wikipedia, The Free Encyclopedia. Retrieved 22:38, May 9, 2016, from https://en.wikipedia.org/w/index.php?title=Climate_change_opinion_by_country&oldid=711997815
Many would disagree, but I believe that the introduction of new information and communication technologies into our classrooms has had a productively disruptive effect on education. We have certainly not seen its full potential, and reaching it may well be impossible for a human society. But I’ve recently wondered about a new disruptive influencer on the horizon, one that has the potential to further progress formal education – or destroying it – in my humble opinion.
Consider that even though some presidential candidates have promised to bring back the manufacturing jobs that America has lost to China, the jobs that actually left our shores are a mere ripple, as Matthew Yglesias put it in a recent MoneyBox article,1 compared to the manufacturing jobs we lost to robots during the same years – and those jobs will not return.
And now we have driverless cars, just around the corner? Sam Tracy, in a 2015 Huffington Post article itemized the numbers of Americans who make their living by driving: taxi drivers, chauffeurs, bus drivers, driver-sales workers, school bus drivers, postal service carriers, light truck deliveries and heavy truck transport. It totaled almost four million jobs, with wages of almost $150 billion a year.
Will there really be new jobs for them to train for?
Then entrepreneur and venture capitalist, Sam Altman, says this in a recent Freakonomics podcast, that, “..90% of (the) people (may) go smoke pot and play video games, but if (only) 10% of the people go create incredible new products and services and new wealth, that’s still a huge net-win.”2 In other words, is there a national economic need for 100% employment in the near future, or even 15% employment – besides what Altman refers to as a “..puritanical ideal that hard work for its own sake is valuable.”
All this is to suggest that the job of schools, sooner than later, may be to educate our children to be unemployed. Consider the recent media interest in the concept of basic income. Here is a Google Trend graph of the frequency of the term’s searches.
In the most general terms, basic income would have the federal government handing out to all citizens enough money to live on. Those who want more would work for a wage. Those who do not, would find some other way of spending their time. Experiments are already underway in Brazil, Canada, Denmark, Finland, Germany, Iceland, Ireland, Luxembourg, Netherlands, Norway, Portugal, Spain, Sweden, Switzerland & the UK.
Even though I suggest an open mind, I do not want to spend this blog post arguing the merits or dangers of such an arrangement. What I do want to ask is, “What would you say to a student who says, ‘I don’t need to know this because I don’t need a job?’” What if he is absolutely right? The next question is “What would he or she need to know for a future that does not require employment?” and “How might preparing our children for productive leisure change the WHY, WHAT and HOW of formal education?”
What do you think?
2 Weller, C. (2016, April 19). A Silicon Valley entrepreneur says basic income would work even if 90% of people smoked weed instead of working [Blog post]. Retrieved from http://www.techinsider.io/sam-altman-praises-basic-income-on-freakonomics-podcast-2016-4
I launched Class Blogmeister in 2004, realizing that there were a lot of teachers who needed a blogging platform for their students, one that was designed for the classroom. I anticipated that the service would live for a couple of years, after which other more skillfully constructed and professionally supported services would be available. They were available, but teachers wanted to keep using CB and I wanted to keep learning from their inventive ideas and add features as they were requested.
Now, 12 years later, I have mostly retired from speaking and writing, and my wife and I are spending much of our time in the foothills of North Carolina, helping and enjoying our aging parents.
So, sadly, I will be closing Class Blogmeister around the middle of June this year. It’s seen a pretty good run, serving over 300,000 teachers and students from 90 countries, who have written nearly 1.5 million blog articles – and I have been the real beneficiary, learning from this amazing community.
I want to commend everyone who has used Class Blogmeister for your adventurous nature and your steadfast adherence to the idea that teaching is an art. Student blogging requires courageous teachers – and I believe that “courage” is one of the central defining qualities of all good teachers.
I thank you for your loyalty and patience, and especially for being a good teacher. I can think of no better compliment to pay.
The title of this article is a question, because I admit my ignorance of the answer. I’ve not been paying much attention to THE conversation, since I have finally accepted my status as retired. Wahoo! But I am working on another book, so my mind is still in our righteous endeavor, even though my PLN has evolved.
The book I am working on will be a history of technology in education, as I have witnessed it – so programming is on my mind. You see, that’s what we called it back in the 1982, programming. So I was struck by a sense of déjà vu when I saw so much of the edtech discussion, at the recent Raleigh NCTIES conference, devoted to coding.
But are we (and I’m asking this question seriously) missing the point of a skill that has been so important to me, not to mention a pure personal joy? You see, what has made coding so important is not necessarily its practicality, though I have been able to support the educational endeavors of many teachers with my tools. It’s not even the bread it has put on my table, though I am enormously appreciative of that.
I often tell the story that on that first afternoon, after spending my first couple of hours teaching myself how to program (uh, code), I got on my hands and knees and I thanked every algebra teacher I had ever had. There was finally a practical use for those mystical techniques for manipulating numbers.
But there was a major difference between how I was using Math and how I was taught Math – and it is a difference that strikes right at the heart of what we’re doing wrong in education. You see, I immediately understood, though I may not have been able to express it, that I was using Algebra as a language, in order to instruct the digital environment (Radio Shack TRS-80 computer) to behave in the way that I wanted. If you can communicate with a computer, then you can use it to learn and express.
We learned Reading so that we could read our textbooks and other more authentic sources of knowledge. We learned to Write so that we could articulate our growing knowledge. Maybe we should learn Coding in order to learn the language of numbers, so that we can learn from our own thoughts and express our ideas in endlessly creative ways.
..instead of teaching Math and teaching Coding.
Of course, I’m not the first to suggest such a radical idea. It was during those earliest years that some very smart people (Seymour Papert & my friend, Gary Stager for two) were already suggesting and putting into action this very idea with the Logo programming language.New York Public Library’s upcoming release of 180,000 documents to the digital public domain is a small contribution to the vast infoscape that we learn in today. I taught with information scarcity. Today’s teachers teach in information abundance. This dramatically changes how we teach, what education looks like, and even what it means to be educated.
In my new situation of retired educator (or semi-retired educator. I can’t really decide), I find myself paying less attention to Twitter and more to friends and relatives on Facebook. But this morning, when I started my computer and Twitteriffic flashed up, I scanned through the most recent tweets from my long-time and famous educator friends – and my eye landed on one by Doug Peterson actually a retweet of Miguel Guhlin’s,
The Deconstruction of the K-12 Teacher is a March 25 article in The Atlantic written by Michael Godsey, a “veteran high-school English educator.” Asked by a college student about the prospects of becoming a public-school teacher, he writes,
I never think it’s enough to say that the role is shifting from “content expert” to “curriculum facilitator.” Instead, I describe what I think the public-school classroom will look like in 20 years, with a large, fantastic computer screen at the front, streaming one of the nation’s most engaging, informative lessons available on a particular topic. The “virtual class” will be introduced, guided, and curated by one of the country’s best teachers (a.k.a. a “super-teacher”), and it will include professionally produced footage of current events, relevant excerpts from powerful TedTalks, interactive games students can play against other students nationwide, and a formal assessment that the computer will immediately score and record.
To that, I say, “poppycock!” How’s that for post-career reflection and rejection of the ideals that I seemingly promoted for the last 20+ years? But the fact is that I never promoted such a future for the classroom and find the arrangement to be personally revolting and counter-productive to what I believe the purpose of education to be.
It’s an interesting question and one that many of us have challenged ourselves and each other with, “What is the purpose of school.” Here’s a good answer, in my opinion – Why School by Will Richardson and what is described in Invent To Learn, by Sylvia Martinez and Gary Stager. But here is my ready answer that is short and to the point.
The purpose of school is to prepare our children for adult life during the next 70 to 80 years.
Life doesn’t happen on a video screen and it can’t be simulated with a game. Goddey’s “fantastic computer screen” will help as will the games and video clips from top thinkers on TED. In fact, they are essential. But the fallacy is the assumption and fear that technology replaces the teacher.
To be sure, nobody in education, but those in the darkest recesses of denial, believes that the role of the teacher is not changing. The shift from “content expert” to “curriculum facilitator” is certainly happening – and it should. But NOTHING, my most loyal readers, IS EVER THAT SIMPLE.
A phrase like “sage on the stage to guide on the side” is intended as an idiom to focus the attention of experienced professional educators who already grasp the changing conditions that are reshaping school. It is not an all-encompassing description of the future of classroom instruction. Frankly, while reading Godsey’s advice to his student, I saw no need for classrooms at all – and that’s the last thing I’d want to see for my grandchildren and their children.
We have to acknowledge that there is a powerful cabal that desires and promotes just the scenario described by Mr. Godsey. They fancy an education system that spends its billions on their videos, games, tutorials and assessment products, instead of unionized public school teachers. Products, whose service can be measured (test scores), can be marketed.
In my mind the most preposterous statement in the whole article is the advice of a superintendent, aired on NPR, “If you can Google it, why teach it?” ..and this gets back to the question, “What is the purpose of school?” If education’s objective is to equip our children with facts that they can recall on state test day, then I would agree with the superintendent’s statement. But if its purpose is to prepare our children for adult life, then the job of the teacher is to help learners to understand what they’ve Googled and develop the essential literacy skills and habits of questioning, analyzing and assigning context to the Googled information.
What we can predict about life in the next 70 to 80 years is almost nothing, beyond the timeless practices of responsibility, compassion and providing value to the community. It will continue to be a time of rapid change, inventions that redefine how we accomplish our goals and discoveries that challenge our beliefs and philosophies.
The common core subject of every classroom today should be learning to learn.
And this brings us back around to Michael Godsey’s apparent fear that his college earned knowledge of literature has become obsolete. Our classrooms still require experts. But experts today are no longer known for knowing all there is to know about a subject.
Today’s experts are known for being highly skilled at learning and relearning the ever growing and often changing knowledge about their subject.
This is the notion of expertise that teachers need to model and that students need to see every day, the essential and constant practice of contextual learning-skills / learning-literacies.
Adult life is about learning.
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.
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.
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.
- The campers were engage in self-directed learning, because they were doing something with what they were learning.
- Their enthusiasm had nothing to do with slick graphics and booming sound effects. It was text.
- 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.”
- There seems to be a direct relationship between learner-engagement and parent-engagement.
- Young Learners need to see adults model meaningful learning.