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.
I have decided to elevate my response to Benjamin Meyers’ recent comment to a blog post. He mostly agreed with my sentiments over the demise of No Child Left Behind, with his personal experience of test-prepping high school students for the ACT. It was his first teaching job and it was what he was hired to do.
I certainly found incredible resistance and boredom from the students. It seemed like the harder I tried to teach the test to my students, the more they hated the subject of science. Indeed, high stakes’ testing has a nasty way of creating negative feelings toward school in students.
Indeed, it seems that the more we seem to care about our children knowing the answers, the less they seem to care about the questions.
But then, Meyers put forth a relevant challenge,
NCLB was created for a reason. Our schools seem to be lagging behind in performance compared to the rest of the world. This in spite of the amount of money that we spend on education and the number of hours that our students spend in the school building. If we are not going to improve education through legislation such as NCLB, then what is the best policy adjustment that our country can make that will actually make a difference?
1 Brodwin, E. (2015, April 23). The happiest countries in the world, according to neuroscientists, statisticians and economists. Business Insider. Retrieved December 18, 2015, from http://www.businessinsider.com/new-world-happiness-report-2015-2015-4
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.
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?
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 just woke with a start. Did I just miss the ISTE14 ADE (Apple Distinguished Educators) photowalk yesterday? A quick Googling from my office (next to my bedroom) and I see that the event isn’t until next Saturday. Most years I’ve been blogging by now with recommendations for ISTE novices, about what gear to take and how to behave. But not this year. I’ll be mostly taking it easy at home, taking pictures, taking walks, riding my bike, playing with the dog (my daughter’s studying in Europe and we’ve got the dog) and working on a slew of personal projects.
Will I miss ISTE14? Well, I’ll certainly miss the photowalk. Last year’s walk around San Antonio was phenomenal, especially because of the talented and ingenious photographers I followed around — both the gear geeks and the artists.
I’ll also deeply miss EduBloggerCon, now called something else (HackEd), where educators go to learn from each other. I’d planned, for a while, to attend only the photowalk and HackEd, but figuring the cost and how much I’m enjoying becoming a homebody, I finally decided to forego Atlanta this year. I can’t accurately say how many NECC/ISTEs I’ve not missed, but it’s more than 20.
I’d like to say one thing here, about why I’ll be at home on ISTE week – and I’ve written about this before I submitted two presentation proposals.
One was a standup and teach presentation about games and pedagogy. It was accepted.
The other was a very strange interactive performance (see NCTIES), designed to provoke the audience to self-examine their personal ideas about information and communication technologies and education. It was rejected.
Look! The best learning that I have done, was not taught to me. The best learning came from a challenge, or curiosity, or an intriguingly inventive plot – and it involved a conscious and resourceful re-examining of my own knowledge and ideas.
Have fun at ISTE14 and question your learning.
I’ve been working through a major overhaul of Class Blogmeister and as a matter of reference, just pulled up its Google Analytics report. There were few surprises, such as a decline in its use over the years — which I was actually encouraging for a time.
What did surprise me was a review of the operating systems that were accessing the 10 year old classroom blogging site (see below). Windows continues to hold a substantial lead with 57.33% of the hits. But second and third are what caught my eye.
iOS has overtaken Macintosh OS for the number two spot.
..and then there was a not-to-be-ignored 6% for Android.
I guess what truly strikes me is that CB is essentially a data-entry activity, if I might be forgiven for using such an archaic term. It’s about typing. What sorts of subtle biological evolutions are going on, that our children can type so much on an often hand-held glass surface?
Google Analytics for Class Blogmeister, Visits by OS for the past month
Yesterday, Tim Holt wrote “Why I am At a Science Conference,” describing his work at this week’s Conference for the Advancement of Science Teaching (CAST), and why it is so important that we edubloggers and techspeakers should be sharing our messages into other communities of interest, science teachers for instance. I agree. I’ve tried, for years, to get into social studies conferences. When I succeed, it’s to do a concurrent session, and only 12 teachers showed up. It’s part of the nature of the profession, that we owe our professional identity to our particular area of specialty.
I have keynoted foreign language conferences, library conferences, administrator, and even book publisher, real-estate developer and farmer conferences. Perhaps the most receptive to my particular message are school boards conferences. But Tim is right. Little of this actually makes it into classrooms, especially the “Common Core” classrooms.
Holt referred to the fact that I too will also be speaking to Science teachers this week, in Charlotte, at one of the regional conferences of the National Science Teachers Association – and my efforts to tailor my presentation to that audience. I admit some concern about speaking to science teachers, because I taught social studies, and my examples tend to be more social studies oriented – though I would maintain that any good social studies teacher is also teaching science, math, health, literature, and everything else. It’s all societal.
Tim mentioned me because of a string of posts I made to Facebook and Twitter yesterday, reporting my progress in playing with Kerbal Space Program, a sandbox-style game that has the player designing, building, and flying space craft, on missions from the planet Kerbal. It’s been fun, regardless of my immigrant clumsiness with video games – though I am experiencing some pride in finally getting a manned (well a Kerban-piloted) space craft into orbit. It cost the lives of 12 fellow kerbans and several billion $kerbols worth of hardware.
And although (David’s) message is VERY general, it is at least a start. He is trying to tailor the message to the audience by demoing the Kerbal Space Program online game (https://kerbalspaceprogram.com) so good for him. But those opportunities are few and far between.
These opportunities rare and priceless. ..and forgive me if I seem overly sensitive and even defensive, but there is nothing general about this. The message is singular and it is revolutionary. It has nothing to do with, “Look, here’s something that you can do in your classroom with technology.” It is,
“Look, here’s what many of your students are doing outside your classroom. It’s fun, but it’s work. It’s hard work. And it is entirely about learning. The energy of our students’ youth culture is not based on how high you can jump or fast you can run. It is neither wit nor the appealing symmetry of your face. The energy of their culture is the ability to skillfully and resourcefully learn and to inventively employ that learning.”
My message is that children are entering our classrooms with learning skills that, although based on long understood pedagogies, they are skills that we are too often ignoring and sometimes even handicapping. When I say that we “chop their tentacles off,” it’s not about cutting them off from technology. We’re amputating their access to the learning skills that they are so effectively developing outside our classrooms – their avenues to personally meaningful accomplishment.
Perhaps those of us who have chosen to pursue education technology or have been seduced by its potentials are in a unique position to notice our children’s ’native’ learning skills – more so than science or social studies teachers. But we all must be careful to shed the glow of tech, and get right down to the point of being educated in this time of rapid change.
It’s not about being taught.
It’s about becoming a learner.
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