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.
My wife and I are buying a house in the Shelby area, so that we can spend more time with both of our parents and have a larger place for family gatherings.
We’re very happy with the house, except that we can’t get reconnected, the DSL line that the previous owners enjoyed. I’ve spent many hours on the phone with AT&T mostly on hold, or desperately trying to navigate their menu system, or listening to the scripts recited over and over again by the sales and support staff. The story seems to be that DSL is simply not (no longer) available to our house.
Time Warner will not serve the house, apparently because there are not enough houses on our street. The next street over, more populated, has had Time Warner for quite some time.
Being an early adopter of iPhones and iPads, I have been able to keep unlimited data plans on both of them.
I also have an AT&T hotspot device that provides WiFi for me via a local cell tower, up to 5Gb per month. So I went to the AT&T store last night to get its data plan upgraded to 20Gb. It seems that the only way that I can change the plan on that device is by also changing the plans on my iPhone and iPad, giving up my unlimited data there. AT&T seems more interested in providing less service, not more nor better.
We are probably going to go with a Verizon product that will provide WiFi and Ethernet, via a cell tower, 20Gb.
The reason I burden you with this is my wondering,
“What if our roads were handled like this, as a service to customers rather than citizens?”
“What if there weren’t enough people living in my area to result in enough profit for the road company to lay a road?”
“How would my children get an education, if they couldn’t go to school? How would I get my work done, if I couldn’t get to work? How could we shop for essentials, if we couldn’t get to the store?”
You get my point. Our Internet connection has become as important to us as our roads. Yet service depends on the convenience and profitability to AT&T and Time Warner. What’s worse is that North Carolina it is now agains the law for municipalities to establish and provide Internet service to its citizens, thanks to the hundreds of thousands of dollars of compaign contributions from the telecommunications industry.
So what do you think?
Many of you know by now that I have, surprisingly, become a sports fan. Although I played sports as a youngster, I’ve never been a fan of any sport, until recently – thanks to my son’s enthusiasm and nuanced knowledge of profession basketball and now soccer. We hold season tickets for Bobcat (oh yeah, Hornet) games in Charlotte and we drive down regularly to pull for our favorite team (though I’m still getting my head around my team without Josh McRoberts).
Even though there are still aspects of sports fanaticism that bother me, only one thing truly offends me. It’s when the arena features, during timeouts, court competitions for attendees, sponsored by the “North Carolina Education Lottery.” It’s that name, Education Lottery, that sends needles through my soul.
It’s no surprise to the thinking citizens of NC, that our nine year old state lottery has done nothing to improve the state’s education – nor, in my humble opinion, was it ever intended to. Even though our education budget, in dollars, has risen in the last three decades, its percentage of the states general fund has declined for the past 30 years, according to today’s WRAL.com article, NC education spending on decades-long slide.
In the 1980s, 44¢ of every dollar was spent on education. Today only 37¢ goes to schools. One would hope that a North Carolina Education Lottery would have at least slowed this decline, if not brought it to a haul. But, in fact, the rate of decline has accelerate. More than half (57%) of the 30-year decline occurred in just the last decade, since the Lottery’s passage in 2005.
The true effect (and intent) of the North Carolina Education Lottery is enabling an increasingly corporate-sponsored General Assembly to provide more tax relief to the state’s wealthiest and most privileged.
But what truly offends me every time I hear those four words, is how the lottery is perpetuating a myth, that in America, anyone can excel to the 1%, can reach a place of wealth, power and privilege – and therefore, we should all support any legislation that empowers, protects and advances the state’s (and nation’s) richest,
..and becoming a member could be as easy as a few dollars and the right set of numbers.
…and algebra is not required!
A few days ago, I posted an article explaining “Why You Won’t See Me at ISTE ’14.” In it I wrote,
I blame and accept the fact that experience that spans from TRS-80 to IOS has become a little less important compared to the creative energy of much younger educators…
Our discussion, however, had almost nothing to do with technology, but concerned the era in which we began teaching.
For me, it was a full 25 years before No Child Left Behind standards-based teaching and punitive high-stakes tests stained the “art of teaching.” Things were quite different in terms of the autonomy that teachers exercised in determining what and how their children learned – and some mediocre teachers, admittedly, took advantage of the freedom. However, most, whom I came in contact with, used their academic freedom as a seedbed to create dynamic and effective learning experiences for their students.
For years I have felt that this-too-will-pass, that the arrogant belief that we can know and teach everything our children will need to know to be prepared for their future simply makes no sense, and that we would come to our senses.
But it occurred to me, during that email exchange, that more and more of the teachers in our classrooms today were trained to test-prep and have been indoctrinated to an education system based, more than ever before, on an industrial production model.
So I did some research and tinkering with a spreadsheet, and found that about half of the teachers in U.S. classrooms today have never worked in a school culture free from high-stakes testing.
To illustrate this, I made an infographic that shows the decline in teachers who have experienced academic freedom and the rise in teachers who have always worked under the constraints of government/corporate standards.
To be sure, this does not mean that there aren’t young educators, today, who are courageously and creatively going beyond the regimentation that is the character of test-prep classes, nor that there aren’t older teachers who are happy to model their classrooms on mass production.
But it does suggest a dramatic shift in the culture of our schools,
An approaching point of no return.
To complicate things, the table included only data for every 4th year, 1999, 2003, 2007, and 2011, which was not enough to plot the level of accuracy that I wanted. In addition, the years experience were grouped, i.e. less than 3 years, 3 to 9 years, etc. I searched further, but could not find any more complete data at the national level. If you know of such a document, please comment below.
To fill in the blank years, I worked my OO spreadsheet so that it calculated trends from the 4 years and the experience ranges, and filled in the blanks, across and down, based on those trends. Not a perfect solution, but the point of my infographic was to illustrate a trend, not precisely measure a phenomena.
Having such a seemingly rich data set enticed me to plot for other trends and anomalies, such as specific rises or declines in teacher numbers, indicating times of sudden influx of new teachers, or increased retirements or, and I hate to suggest the possibility, mass resignations. Alas, it would take more completely accurate information to do such a thing, not just calculated trends.
My daughter just alerted me to a 10:42 AM article appearing on the WRAL.com web site, Lawmakers Propose Dumping Common Core Standards in NC.
The puppet-masters of the Tea party have effectively used the Common Core standards to create a flashpoint for generating emotional energy against government regulation. North Carolina is not alone in struggling with the politics of CCSS, as several states have abandoned the Common Core – as a title.
But the arrogance of NC’s General Assembly demands that we go further.
Sen. Jerry Tillman, R-Randolph, said that other states, such as Florida and Indiana, had merely renamed Common Core in their repeal bills. Indiana, he said, “didn’t totally devolve itself from Common Core. This bill does that.”*
The clincher, and what provoked me to write this article, was that the proposed bill assigns the writing of a new, North Carolina curriculum to an “Academic Standards Review Commission,” which would be part of the state’s Department of Administration not the Department of Public Instruction.
In an effort to find any logic in this, I found, not without difficulty, an organizational chart for the N.C. Department of Administration. Its offices include:
|Motor Fleet Management||Purchase & Contract||State Construction|
|State Property Office||Historically Underutilized Businesses||Mail Service Center|
|Surplus Property||Facility Management||State Parking|
|Council for Women||Human Relations Commission||Commission of Indian Affairs|
|Youth Advocacy & Involvement Office||Justice for Sterilization Victims Foundation|
And, here it is…
-> Non-Public Education <-
- Raleigh is No. 1 place to live in U.S. - Businessweek 2012
- No. 3 Best Places for Business and Careers - Forbes 2013
- No. 1 Best Places to Retire - CNNMoney 2013
- No. 1 America’s Best City - Bloomberg Businessweek 2011
These are only a few of the accolades layer at North Carolina’s capital and surrounding Wake County. So why are the county’s teachers resigning from their jobs in record numbers this year, a 41% increase over last year’s mid-year resignations, according to an April 17 article in the News & Observer.
In a recent press conference, held at Underwood Elementary school, district leaders reported that 612 of the county’s 9,000 teachers have resigned during the current school year (that’s 1 out of 14 teachers). By this time last year, only 433 teachers had resigned. The most mentioned reason in the News & Observer article was money. North Carolina is 46th in teacher pay. Teachers in this state have received one raise since 2008.
The upcoming Speaker of the House, of the “most arrogantly conservative state government in the country,” Paul Stam, wrote in an email message that, “There is nothing particularly alarming in this report, other than WCPSS cherry-picking numbers to fit its narrative.”
Stam mentioned an increase in teacher retirement as a big reason for the increased resignations. True that 142 of the 612 mid-year resignations were taking early retirement — experienced teachers leaving the profession.
Where’s the good news in that?
Regardless of the claims of school officials, politics almost certainly played in to the press conference. Teacher raises will be part of the General Assembly’s (re-election) business this term, even though the newly adopted state tax plan leaves little room for higher salaries for NC teachers. Governor Pat McCrory (Rep) has proposed a $2000 raise for first year teachers, quickly touting the $200 million it will cost tax payers.
Underwood Elementary has lost five teachers this year. Two had lost their homes to foreclosure and one was living on food stamps.
As we lose record numbers of experienced professional educators, the number of students entering the UNC system’s schools of education declined 7% in 2013. Raleigh’s North Carolina State University expects 18% fewer enrollments this year in its school of ed.
There is simply nothing good about this –
..unless dismantling democracy-born public education is the plan of a conservative government–supported big business desire to turn our children’s education into a profit-driven market place.
|in a sense, this presentation was a follow-up of a short story I wrote as a first chapter of a book I wrote in 2004, describing a middle school in 2014.|
I’ve never had so much fun doing a presentation — that I had never done before. The fact that the 2024 version of myself had traveled more than 87,000 timezones to get to the NCTIES conference, and the jet lag that implied, took a lot of the pressure off.
The scenario went like this. My wife, children and granddaughter chipped in to buy my a trip back to 2014, to visit an old education technology conference in Raleigh, North Carolina. I walked into the session dressed as the eccentrically old geezer I am certain to become, limping with a cane, because of a self-defense class injury. I am toting my granddaughter’s book bag, which we will excavate to reveal clues as to what education becomes ten years from now.
I did a Q&A, fielding a number of quite interesting questions, for which the trickier ones, I was able to hide behind the FCC Commission on Cross-Temporal Communications Act of 2022, paragraph 14.
I was also honored to find Adam Bellow in the Audience and convinced him to take a selfie of us together, which I could pick up later from the Twitter archive, housed at archive.org.
— Adam Bellow (@adambellow) March 6, 2014
My only regret was having left my notes back in 2024, so there was much that I forgot to include, such as, “If you want to party like it 2024, then you’ve gotta wear argyle socks.” You can write that down.
At first I was a little relieved that ISTE turned that presentation proposal down. Now I wish they’d accepted it. :-/
After finishing up the last episode of Breaking Bad Brenda and I applied ourselves to finding another moderate to long-running TV series to binge-watch, two episodes a night. We were looking for another character-based crime drama, though nothing so emotionally stressful as BB. Martin suggested The Wire and we gave it a try. If it had been just me, I would have nixed the show after the first episode.
“What’s going on?”
“What did he say?”
But, as is often the case, three episodes in to this series created by author and former police reporter, David Simon, and we were hooked. Essentially, the show is about life, death, business and politics in neighborhoods that the rest of America would rather pretend aren’t there. In the show, they are “the projects,” “the towers,” “the vacants,” “the east side,” “the west side.”
One of the aspects of The Wire that most impresses me is its portrayal of both good and bad, wisdom and near-sightedness, compassion and cruelty, loyalty and treachery on both sides of the criminal code.
But mostly, it’s about thriving in economically depressed Baltimore in the first years of the 21st century, facing drugs, disease, murder and gangster politics.
And, in season 4, a new evil threat emerges from Eric Overmyer’s scripts, reaffirming the futility of trying to rise out of the streets of east and west Baltimore. You guessed it. It’s the effects of high-stakes testing on the lives of children and their teachers.
I find it interesting that a major network, even if it’s a limited-view premium network like HBO, has placed, along side violence, disease, and dysfunctional government, the debilitating effects of an education system, based increasingly on bubble-sheet compliance.
It’s been a busy few weeks, with the holidays and then a wedding – the first of our siblings children to tie the knot. Also consuming no small amount of my time was the shinny new and cuddly MacBook Pro we bought for Brenda just before the end of the year.
We serve our children by drilling them on facts and prescribed processes, and testing their recall ONLY if THIS is what we expect for them
A new computer and operating system (Mavericks) thrills me. New opportunities, and new and interesting ways of doing things, working, learning and playing.
But Brenda doesn’t look at it that way. We compliment each other in so many ways. I strive for the new and unpredictable, while she holds to certainty and the traditional. I’m smart enough to know that she’s smarter than me, so — it works.
And, so, I’ve been working to make her brand new MacBook Pro behave exactly the same way that her four-year-old white MacBook did – with a few unavoidable exceptions.
Her copy of Intuit’s Quicken which she uses to keep our books, would not run on Mavericks She stopped upgrading Quicken, when the software dropped its check-printing feature in 2006. And so, converting her data from 2005’s Quicken, to the new Quicken Essentials, was not going smoothly. In fact, my research indicated that it couldn’t be done.
To get a second opinion, I called their tech support, and, after only about five minutes was connected to a young man with a delightfully exotic accent. Not a problem. I love accents, even though my particular hearing disability makes interpreting them difficult for me. The problem wasn’t his accent. It was that he was determined to answer a question that I was not asking.
I won’t go into detail, except to say that my research, prior to calling, informed me that there was a particular obstacle to upgrading from any version older than 2006. He seemed not to hear that part of the problem and insisted on the standard upgrade process. As that continually failed, he would leave the phone for increasing periods of time, coming back only to suggest something else that I had already tried before calling.
I gave it an hour and a half, open to the possibility of a sudden and surprising solution, but then apologized and disconnected to make a 5:00 appointment.
The young man was working from a script, based on a set of expected and well understood problems, the solutions for which he had been thoroughly taught and tested. I understand the approach. It’s inexpensive, qualifies as successful training and probably solves a sizable number of predictable support problems. However it is useless for unexpected and difficult to understand problems.
..and here’s the moral of my story. If the last sixty-some years have taught me anything, it’s that most of what we experience in the future will be unexpected and difficult to understand and that much of what we didn’t expect and struggle to understand will actually reveal priceless opportunities.
We serve our future by drilling our children on facts and prescribed processes and testing their recall ONLY if it’s the picture above that that we expect for them. Our children need to leave our schools practiced in a lifestyle of paying attention, evaluating, thinking, adapting, inventing and finding value.
I fear that this testing madness has already quite nearly ruined one generation.
Note: Ramble and snark quotients: +99
When I was a student, I was taught to scratch paper. I scratched lines and loops and did it well or poorly, properly or improperly. I hide all of my scratched paper in my notebooks until it was time to give it to my teachers, who measured its correctness by marking what was incorrect. If there was no incorrectness, then a got a 100 or an “A" ––––– 100 what? "A" what?
The hope was that if it was ever necessary for me to write, in order to communicate across time or space, I would remember enough correct scratching to be coherent and compelling.
When I graduated from high school, writing was still a “just in case” skill. A sizable portion of my class went to work in one of the local textile mills, planning never to ever have to scratch anything again that was any more important than a shopping list.
This is an profoundly inefficient and disrespectful way to educate free people.
To say, "One day you'll need to know this," is to admit appalling lack of commitment and creativity. This is especially true when insult to injury is what's not said, "You'll need to know this for the government test in May."
What conjured this internal conversation in me was a brief exchange in the backchannel transcript from a National Science Teachers Association conference in Charlotte a couple of weeks ago. Diane Johnson tweeted:
..to which I commented in the transcript wiki,
That last sentence came from something that David Jakes said at ISTE last year in San Antonio. He said,
“We need to shift from a focus on’Engagement’ to focusing on ‘Empowerment.’“ (Jakes, 2013)
I, in my schooling, was neither engaged nor empowered, as I learned to scratch paper. Of course, there were those who were engaged, or acted engaged. They scratched eagerly and more correctly than I did, because they received more 100s and As. I don’t know how their scratching was better than mine, because I never saw it. I couldn't learn from their example, because their scratches were hidden in notebooks as well. It had no more value or power than mine did.
I don’t scratch any more. I write. I put words to paper or to screen, and clarify their meaning with punctuation and capitalization, because I am writing to someone for some purpose.
I’m still learning to write better. I question what I write and I Google things like, "proper placement of commas in sentences” or "italics quotation marks and titles." I also use an array of digital tools to help me spell and choose the best words – tool that my teachers, 50 years ago, could not have imagined. Their notions of our future needs and opportunities did not reach much further than cotton mills and the college that the “engaged" would attend – as well as a few of us who were not “engaged."
Today, engagement has become one of our most earnest pursuits, because we’re teaching children who are accustomed to being engaged. ..and we continually ask, "How do I measure engagement?"
You can’t, at least in any way that even suggests the quality of learned.
But empowerment can be measured. You do it the same way that our value is measured after we leave classrooms, teachers and textbooks behind. Learners demonstrate what they’ve learned, by what they’re empowered to do with it – what they produce, the problems they solve, the goals they accomplish. Look at a produced video, crafted animation, clear and compelling article, or a creatively designed and marketed bird house, and you can see what was learned.
It's not clean. It's not clinical. But what does precision grading mean when the names of state capitals, the chemical symbol for magnesium and the proper placement of the comma can all be Googled. Why are we so pressured to test our children's ability to live without Google.
Lets face it. The only ones who want this for our children are those who would politicize and monetize education.
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