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.
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.
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.”
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.
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?
|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?”
“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!
Two 2×4 Lego bricks, of the same color, can be put together in 24 different ways. Three can be connected 1,060 different ways. Six can be combined in 915,103,765 different ways. ..and, of course, children (and adults) have enthusiastically assembled them in nearly as many. It’s when useful and reliable resources can be used in so many ways that creativity is invited.1
The best use of Legos, in my humble opinion, never involved lessons or even instructions. You do not sit down and teach children how to creatively make stuff by clicking Lego bricks together. You simply given them the bricks and let them play.
Might we achieve more inventive-minded students, if we could redesign curriculum to simply give our children the prescribed resources of mind, and then encourage and free them to play, construct and learn. One example occurs to me, something that I witnessed in Fredericton, New Brunswick, Canada many years ago.
In early 2007, I participated in a provincial conference there and in addition had an opportunity to visit some of the area schools with my friend and NB educator, Jeff Whipple. At the time, the entire province was engaged in some pretty innovative initiatives. I wrote about that visit here and here.
I was overwhelmingly impressed with everything that I saw in the schools around Fredericton, but the visit that came to mind as I started thinking about Legos was Chad Ball’s civics class. He had decided to approach it in an entirely different way that year, based on a summer morning brainstorm. Rather than present the content to his students in teacher mode, he simply made it available to them, the vocabulary and concepts of Canadian government, mostly through a wiki.
Students were then assigned to work in groups, to create a new political party. They were to develop a platform, write speeches and even establish a mascot and logo – and required to appropriately and effectively utilize every vocabulary word and every concept of Canadian government in the process. Chad taught in consultant mode, though he reported that he api;d often refer students to classmates who seemed to have a handle on the concept or practice.
On the day of our visit, Mr. Ball had asked, on the class wiki, if there might be ways to extend the project. Even though the posting initially evoked complaints from some of the students, within a half hour there were 102 comments on his posting, mostly suggesting ways that they might take their political parties to the next level.2
This style of teaching and learning is about empowerment, not compliance,
because learners are given access to building blocks,
..and invited to build something.
I’ve been worrying over what’s to become of my 2¢ worth as I come to pay less attention to the education debate and less effort on promoting my own value to that conversation, which is at least a small part of what my pennies’ worth has been. Do I continue to have my children publish their video and infographic contributions, or drop the blog all together.
What continues to play at the edges of this conundrum is what was perhaps the most resounding nail I’ve hammered on during the final years and months of my professional career – that there is a distinct and crucial difference between learning and being taught. I suspect that there has been no time in human history where the ability to skillfully, resourcefully and continuously learn has been such an essential life long working (and playing) skill — lifestyle.
It’s a profound notion that begs the question, do we need an education system to teaches children how to be taught, or that helps them to learn to teach themselves? And if this is a question worth asking, then what does its answer mean to the pedagogies of our classrooms, libraries, school schedules…
As I have turned my attention away from writing about education and preparing for three keynote addresses a week (mostly not an exaggeration), I will must insist to you that I have not stopped learning. To treat my wife, I’ve taken on more of the cooking — applicable learning. I've started practicing the martial art of Aikido — reflective learning. Digital photography and the art and technique of post-production — information-rich learning.
I wonder if it might be useful to write about these learning experiences, removed from formal education. Though I've done a lot of thinking about my martial arts learning, the injured my coccyx (tail bone) from a bicycle accident, has prevented me from visiting the Raleigh Aikikai Dojo lately. I’m not yet mended enough to go and repeatedly fall down again. So let's look think about my photography learning.
I bought a descent DSLR camera several years ago, as an incentive strategy for getting me out of the hotel rooms of the interesting and sometimes exotic places my work was taking me. The scheme worked, and I now have a wealth of snapshots going back close to twenty years. It’s afforded me a richer memory of my global wanderings, but also given me a virtual warehouse of digital images with which to learn and play.
I am mostly using three software tools: Photomatix Pro, to enrich photos by blending different exposures together; Photoshop, to shove pixels around with; and Lightroom for the finishing touches. They are all three, rich and powerful tools for working in a field about which I have no formal training. I simply look at the work of better photographers, watch videos and read blog articles about how they accomplished their masterpieces, pick out a particular technique of interest or need, and teach myself to do it.
And I play.
To the right are before and after images from the train station in Basel, Switzerland, where my wife and I changed trains travel from Frankfort to Milan. The before image is a fine snapshot. It’s clear and crisp. However, there is little sense of the station itself. So a produced a copy of the photo with the exposure cranked up, revealing the high rounded roof and ribbed structure. Blending these two files, with a third lower exposure copy, not only revealed the vast size of the station, but with some play, gave the photo an antique and artistically rendered effect. Near the far end of the building, there was a hint of some open windows with morning sunlight shining through. To excentuate this, I used some techniques that I'd learned the day before to enhance the beams of light add added some extra open windows, giving the photo not only a sense of place, but also of moment.
My point is that
I learn by playing and working and then play and work with what a learn —
..and there is no clear point where one ends and the other begins.
Might classrooms be a little more like this, where students learn by playing and working (accomplishing something of value) and then play and work with what they've learned?
Might these sorts of writings be useful to you, practicing educators?
I was just scanning through a Facebook feed I have for folks I went to high school with, and an old friend posted a YouTube video of the Temptations singing, I Wish it Would Rain. Maybe you have to be close to my age to be able to appreciate the marvel of spanning the decades with a mouse click, or a tablet touch. What if it had been suggested to us, in 1969, that this sort of thing would be possible.
These thoughts reminded me of a day in 1967, when Mrs. Cole, our 9th grade civics teacher, suggested to us that by the year 2000 we would each own our own computer, and it would be small enough to carry in our shirt pockets,
..and it would be able to add, subtract, multiply and divide!
The thing is, that in 1967, we didn’t believe her. The very idea of having such a device, so soon, was beyond our imaginations.
It’s an important story to me, because we cannot begin to imagine the astounding possibilities of our children’s future, the tools and opportunities that they and their children will take for granted.
As an educator, it begs the question, “What do our children need to be learning today, and how do they need to be learning it, to be ready for an un-imaginable future,”
“..to be able to create a future • • • that’s better!”
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!
I know that I’ve not been blogging a lot lately, because the first thing I had to do this morning was update MarsEdit, my blog-writing software.
Yesterday, watching the tweets and status updates being posted by educators packing their bags, arriving at airports and train stations, bound for Atlanta and ISTE 2014 — well it got me to thinking. I’ve been an educator for almost 40 years and that many years in such a dynamic field makes you opinionated. ..and I suppose it’s part of the character of old folks (60+) to express their opinions.
That’s why I tweeted out yesterday…
— David Warlick (@dwarlick) June 26, 2014
There were retweets, agreeing replies, and some push-back — reminding me that this old dog will never learn to fit his thinking into a 140 character message. So here’s what I meant to say.
You will speak to vendors and listen to speakers in Atlanta who claim to know how to fix education, how this practice or product will improve resource efficiency, teacher effectiveness and student performance. Don’t ignore them, but ask yourself, “Are they answering the right question?”
I would suggest that rather than asking, “How do we improve education?” we should be asking ourselves, “What does it mean to be educated?”
Years ago, when my Great Uncle Jim, the last of my family to live in the old Warlick home, passed away, and the house was sold, we were given permission to visit and take any furniture or other items, for which we had a use. My prize was an old quilt that had obviously been stitched together during a quilting party, dated in the late 1800s.
Both Uncle Jim and my Grandfather grew up in this house, and they both went to college, Jim to NCSU (engineering) and my Grandfather to UNC (classics). But when they graduated, they returned to rural Lincoln County, without daily newspapers, monthly journals or a convenient library. They returned to an astonishingly information scarce world.
Being educated then was indicated by what you knew, the knowledge that you’d memorized, knowledge and skills that would serve you for most of the remaining decades of your life.
Today, we are swimming in information and struggling with a rapidly changing world, and the very best that any “education” can do, is provide for us is what we need to know or know how to do for the next couple of years.
Being education is no long indicated by what you’ve been successfully taught.
Being educated today is your ability to resourcefully learn new knowledge and skills and responsibly use them to answer new questions, solve emerging problems and accomplish meaningful goals.
Being educated today is no longer measured by the number of questions we can correctly answer.
It’s measured by how well we you can discover or invent new answers, effectively defend those answers, and then we them to make our lives, communities and world better.
If they’re trying to sell you something at ISTE, ask them, “How will this help my learners to become better educated?”
If they ask you, “What do you mean by educated?” Then there’s hope.
Exactly 2¢ Worth!keep looking »