The Toxic Twenty

Since the Industrial Revolution of the 19th century, our air quality has gone downhill significantly. Before this revolution, we used human and animal power, as well as water and other natural resources to slowly create what we needed. It was a slow process, but there were very few harmful by products. With the creation of […]

Since the Industrial Revolution of the 19th century, our air quality has gone downhill significantly. Before this revolution, we used human and animal power, as well as water and other natural resources to slowly create what we needed. It was a slow process, but there were very few harmful by products. With the creation of the engine, people realized that they could create things much faster. But it took quite some time to realize exactly how harmful all of these by products were to us, long-term. It took quite some time for us to develop the technology to measure pollutants in the air, and realize that chemicals remained that we couldn’t see.

This infographic, found on Good.is, shows the toxic 20, or the top 20 air polluted states. Is your state on the list? It also shows the health risks involved in breathing in these chemicals. It’s no wonder that health problems have significantly increased in recent years. And finally, it shows the main ways this pollution gets into our air.

Discuss with your students the causes and implications of air pollution. Do they think it is worth it, to be able to have all the amenities we have today? How is there generation going to suffer 20, 30 or 40 years from now, or the next generation? What can we do to stop and even reverse this pollution?

Blog: http://goo.gl/LQ2dR

Back-to-School: Then and Now

Here is another infographic to make students think, and hopefully be grateful for what they have. This infographic compares students (specifically college, but many things are applicable to grade school students) between different time eras, and even makes some projections. It talks mostly about access to and use of technology, but it also makes some […]

Here is another infographic to make students think, and hopefully be grateful for what they have. This infographic compares students (specifically college, but many things are applicable to grade school students) between different time eras, and even makes some projections. It talks mostly about access to and use of technology, but it also makes some references to other areas.

This would be a great first day discussion about the use of laptops and tablets in the classroom versus the traditional pen and paper and textbook. Ask students what they prefer and why, mentioning that there are applications available that will allow the teacher to peak in on what they are doing, so no doing anything off topic. Share with students the benefits of each. Discuss the reasons why these have been brought into the classroom.

At this point, hopefully introduce a classroom set of some sort of technology. Unfortunately this is not always possible, but at least tie in the available technology in the classroom and the school. Most classroom have at least a few desk top computers for student use. Go over the rules for their use and other important information, including safety.

Blog: http://visual.ly/back-school-then-and-now

100 Years of Automotive Evolution

This infographic compares two vehicles, one made over 100 years ago, and one being made this year. It shares basic information about each, to show how far we have come. It shares that we now have safety features, entertainment features, and features beyond having to walk everywhere. This infographic, found on visual.ly, does a great […]

This infographic compares two vehicles, one made over 100 years ago, and one being made this year. It shares basic information about each, to show how far we have come. It shares that we now have safety features, entertainment features, and features beyond having to walk everywhere.

This infographic, found on visual.ly, does a great job of explaining simple information in a visually stimulating, and organized way. It uses a road to separate subjects, and gives headers for every section. It would be a great example to show your students how to make a simple infographic.

It would also be a great introduction into technology involving engines. How was the first engine created? What advances had to occur in order for it to be successful? Who else was working on an engine for a car, and what were their ideas? Dozens of people were working on this technology, trying to be the first and the best. It wasn’t just a single person who had an accident in a lab and invented the vehicle. Continue to track other innovations that led to today’s engine, and engines of the future. This will allow students to create a more simple knowledge base to build on.

Blog: http://visual.ly/100-years-automotive-evolution

We Want to be Together

I’m getting old and starting to reconsider some of the positions and issues I’ve tried to champion over the years.

Celebrating Engineers

I was reminded of this last night, while Michael Coghlan, from Adelaide (where it was the next morning) was interviewing me for their Design for Flexibility project. At the end of the interview, he asked if I had seen the landing of the Curiosity Rover on Mars and the reactions in the control room at JPL. I said that I had and then went off on this old-man reminiscence about “back before satellites, when we hadn’t even seen the Earth from outer space, and now we carry around in our pockets, blah blah blah.”

Then he said, but did you see the excitement, hear the yells of triumph, the hugging and hi-five’ing — and I realized that I had missed his point entirely. These really smart people had worked for months, together, breathing the same air, experiencing the same thrills and let-downs, listening the the vibrations of their actual voices. Not only would these engineers have been unable to celebrate their accomplishment in such a way and with such zeal if they had all been working remotely and virtually, but they may not even have wanted to.

Many of us become excited and energized by the magic of technology — and rightly so. But we must be careful that living and working through networks should never be our preference. It should be the alternative that enables us to bridge gaps, to accomplish things that we never could before.

We should cherish and celebrate the electricity of eye contact, the warm affirmation of a smile and the agreement, even if to disagree, that a handshake acknowledges.

 

Top 10 Tips for Attending ISTE

Dressing for the ISTE12 Exhibit Hall
(cc) photo by Heath_bar

Everyone is posting their dress and packing tips for the coming International Society for Technology Education conference – ISTE12. So I, as a professional conference go’er, thought I would contribute ten more tips for participating in this MMORGPD

 

  1. San Diego is cold this time of year, so wear heavy clothing.  Dress in layers, because conference centers are notoriously hot.  You’ll be doing lots of walking so wear boots, big ones, with lots of laces – Unless you’ve brought heals.
  2. You’ll want to take lots of notes, so carry several spiral-bound note books.  Also carry pencils, #2s.  If you can find them, use white or aluminum grey pencils.  They’ll impress the people sitting around you.  
  3. In the presentation rooms, be careful not to sit near anyone with a computer or tablet computer.  They have almost certainly left their email notification alarm on, and when it goes off, everyone will turn around and look — at you!  If someone with a computer sits near you, get up and find a more secluded spot.
  4. If possible, sit on the front row and straighten your legs out as far as possible.  This is where the boots come in, because presenters love to navigate obstacle courses while presenting.
  5. The exhibit hall is the reason you came.  There’s treasure here.  It’s also a great place for play.  Pretend you’re invisible.  Wearing a dark cap will help.  If you can achieve this, then you’ll have the run of the hall.  Simply walk into any booth and pick-up all the pens, pencils, letter openers, and soft fuzzy balls you can find, and slip them quietly into your bag–preferably a large brown paper bag.  Chocolate is an especially treasured item and worth the return for more.  If someone in a booth confronts you, then carefully put the pencil back on the table, look down at the floor and slowly back away.
  6. You’ll see areas in the conference center with comfortable chairs, where people will be milling, talking, and showing each other their computers.  Shun these places.  The people will try to brainwash you.
  7. If someone approaches you, wanting to talk, then turn invisible.  If this doesn’t work, then look very stupid.  You’ll need to practice this in front of a mirror.  If they persist, then speak gibberish and walk away.
  8. If you hear anyone speak with an English accent, don’t believe anything they say – no matter how intelligent they sound or cute their accent is.  This goes double for Australians and New Zealanders.
  9. When the day is over, or by 4:00, which ever comes first, flee back to your hotel room.  This is the real challenge of conference-going, finding things to do in your hotel room.  I like to remove the lids of shampoo bottles and guess their scent.  Also, the extra blankets in the closet are expressly provided for the construction of elaborate blanket forts.   ..and I hope that you are a fan of “Law and Order.”  It will be playing during your entire visit – on at least three channels.
  10. What David really wants you to do is be comfortable, hungry to learn, ready to laugh and willing to cry, tweet your heart out and hashtag with #iste12, take every opportunity to meet someone new, and wear something strange.  I like those satin slippers with toes that curl up and a tiny bell on the end.
If I see you at ISTE12, please forgive me if I’ve forgotten your name.  I’m way past the age for excuses.

 

* Massively Multi-player Opportunity for Ripping Great Professional Development

David’s “Great Moments in EdTech History”

A few weeks ago, Dean Shareski wrote a blog post (Great Moments in EdTech History), where he said,

I wanted to look back at my personal journey into educational technology and share a few instances of “aha moments” that I think many can relate to.

I so agreed with the items on his list – except for the coffee one – that I thought I would write my own. It’s not intended to be an improvement, and I suspect that many folks will not “relate” so well with some of my moments – ’cause you’re just not old enough, sonny.

My First Experience with a Personal Computer and BASIC

It was a Radio Shack Model I and this was when the hottest PCs on the planet were made by Radio Shack. The “aha” for me was when I realized that this was a machine that you operated by communicating with it. You typed in instructions and it followed.  It even gave you instructions on what keys to press to do what you wanted, and you could change the functions of the keys by changing the instructions.  In the way that only a few technologies in our past had, this was going to change everything.

I had to learn to program, because when the central office purchased the first set of computers for my school (Radio Shack Model IIIs – 16 kilobytes of memory), they didn’t know that you had to purchase software.  So I learned to write BASIC code, so my students would have something to do on those computer – and that changed my life.

My First Apple IIe

The district I became director of tech in had also used Radio Shack TRS-80 computers. But times were changing, and we wanted to step up to the modern, sleeker and more state-of-the-art Apple IIes. They came with a 5 1/4 inch floppy disk that provided a tutorial for operating the machine. Booting it up I was presented with a light green pixelated outline drawing of an Apple computer. The outline of a floppy disk animated into view and the door of the external disk drive appeared to open.  The disk slid into the drive and the operating light of the drive came on —– and it was red. Shudders went through my body and the earth’s crust seemed to shake under my feet. A color other than green. WOW! Anything was possible!

My First Modem

This was actually not such a stupendous moment since it took about three months to get my Apple IIc to communicate with the Hayes 300 baud modem, for which the district had paid $500. But when it finally worked, computers communicating over a distance — well that was cool.  ..and the 300 baud was not a disappointment since it’s pretty much faster than I can read.

A user’s group of school districts in my area (Micro 5) set up a bulletin board system (BBS) so that we could support each other through our computers.

Al Rogers and FrEdMail

Al Rogers the father of FrEdWriter and FrEdMail

This was perhaps one of the greatest pivot points in my career. I knew of Al Rogers (see left) from his FrEdWriter software, a free word processor for Apple IIs. Al had developed a (BBS) whereby a district had its own bulletin board computer (Apple IIe with a 10 MB hard drive) that other modem-equipped school computers could dial into. Teachers and students could post messages (and other writings) to the BBS. In the middle of the night, the district bulletin boards (called nodes) would dial each other passing messages back and forth that were addressed to readers outside the local district. So I could write a message for a teacher in Australia, and over the night, it would be passed from node to node appear in the recipient’s mailbox the next morning.

From “25 That Made their Mark” (2005) 1

A few weeks later our state Department of Public Instruction (DPI) called me asking if I would be willing to pilot a project for a FrEdMail network in our state, with seven other districts. We were called sysops (system operators), and it was the coolest thing ever. We did projects called HistoryLink, WeatherLink and it’s when Global Grocery List started. I joined DPI three years later and sysop’ed the state network, among other things.

My First Presentation with a Mac

The Macintosh, with its mouse, graphical interface and 3 1/2″ disk, was another game changer. But what I remember most about my first Mac production, a presentation for Micro-5 was that....I shadowed everything!

Telnet, FTP, IRC, Gopher

One of the other consultants at DPI had been approached by a university person offering an INTERNET login through his university. She offered it to me.  I’d been able to email in and out of THE INTERNET for some time using FrEdMail. But I had not been able to actually connect. Logging in with TelNet, FTP gave me access mountains of text files located on about a hundred computers around the world. Then Gopher came, which provided a much more usable way of getting to files. Gopher was a world of interlocking menus, starting with a master menu at the University of Minnesota (go you gophers). Selecting options took you to other menus on other host computers until you ended up with the file you needed. Gopher meant that we no longer needed those secret incantations (ftp open 42.32.222.4, cd 97/files/, get listofearthquakes.txt) to navigate the Internet. The ideas you were looking for became your navigation.

The World Wide Web

WWW had been around for a while before it really caught on. It wasn’t until Marc Andreessen (as an undergraduate student at the University of Illinois – Urbana-Champlaign) created Mosaic that people started to see the potential. With the Mosaic software, you could mouse around, click on words to link to other documents, and see pictures. Now the information itself became the steering wheel for content navigation.  It was also cool that the default background color for web pages was metal gray.

HTML

The best thing about the World Wide Web and Mosaic was that you could show it to people and they didn’t yawn.  Non-techies began to get it, that there was something potentially mainstream about this Internet thing.  One afternoon (1993), while at DPI, I’d reached a lull in my work and downloaded a tutorial for coding HTML.  I was aghast at how easy it was and by the end of there afternoon, I’d already written a web page with hyperlinks and images.  Over the next couple of months I covertly created a mock-up web site for the department and showed it to the assistant superintendent for instruction.  Even though he was not a techie and had his secretary print out his e-mails. he instantly realized the potential and assigned me to create a web site for the agency.  It was the first state department of education web site and was launched in 1994 – on the same day that our newly elected (conservative) legislature demanded a 50% reduction in staff for DPI.  I volunteered for layoff a few months later in exchange for a severance package and have not be traditionally employed since.

Meeting an Inventor

In 1997, I was doing some consulting and training for Advanced Network and Services and their ThinkQuest project.  Part of my work was staffing booths at conferences and giving away ThinkQuest CDs.  Late one afternoon I was working a booth at a European SchoolNet conference in Dublin and a man walked by, in something of a hurry.  He glanced over, stopped and asked, “What is ThinkQuest?”  My partner, a TQ representative from The Netherlands, and I explained it to him and he said, I’ll try to get back here after my talk,” and hurried off.  My partner turned to me and asked, “Do you know who that was?”  I shook my head (which rattled a bit).  “That was Robert Caillaiu, one of the inventors of the World Wide Web.”

I was impressed, though I’d never heard of Caillaiu before.  About an hour later, he came back, fast talking, energetic, possibly a little A.D.H.D., and he asked a lot of questions, and finally asked how I wrote my HTML.  I told him that I’d created a Hypercard stack for my editor, and he said that he had done the same.  He glanced over and asked if that was my Mac laptop, and nodded, “Yes!”

He pulled out a disk, slid it into the slot of his laptop, and copied his Hypercard HTML editor and handed me the disk, which I copied to my Mac. 🙂

Alas, my hard drive crashed a week and a half after I returned home and my dreams of framing Caillaiu’s code and mounting it on my office walls were dashed.

PHP and MySQL

Your first inclination is to skip over this one, but these two acronyms (of which I’m not going to bore you with their complete spelling) elevated me to full wizard status.  HTML enables us to publish information on the web.  MySQL, however, collects, stores, and selectively delivers information, and PHP causes that information to behave in useful and interesting ways.  Sounds pretty tedious, but without these two, we would probably never had seen a Web 2.0.

For me, out of these two acronyms came Citation Machine, PiNet (no longer supported), Hitchhikr (defunct), Education Podcast Network, Class Blogmeister and many others.

Blogs, Wikis and Twitter

Web 2.0 elevated us all to new levels of experience and accomplishment, and it hasn’t slowed down yet.  But what probably impacted me the most was RSS.  I won’t go into detail, except to say that while PHP & MySQL enabled us to do interesting things with information, RSS empowers us to do interesting things with conversations.

Mobile Computing and Apps

Mobile computing has been around forever.  I own an  Apple Newton, which was the coolest things on land and sea in 1993.  But Palm was king for years, because it did about three things really well.  Then the iPhone and the iPod Touch came along with their apps and a burgeoning community of talented and creative app builders – and then the iPad – and we had devices we could carry around with us that could do or become just about anything we could imagine.  These are truly personal machines that, by nature, become more than they were when they launched – and not because of the original designers, but because of people like us with useful (and no limit of useless) ideas and the skills to remold the machines to make them happen.

What’s next?  Well isn’t that what we’re about in education.  But it seems that in this time of incredible creativity, we seem defenseless against powerful interests who want to standardize education, for the production graduates who can be monetized.  Will we serve the beast or do we nurture our children and their uniquely boundless capacity to continually and freely invent futures that serve us all.

1 McLester, Susan. “25 That Made Their Mark.” Technology & Learning Magazine. Nov 2005: 5-15. Web. 22 May. 2012. <http://goo.gl/cxJFt>.

 

Reflections on Neck Ties

It’s an odd title for a blog entry, but it’s how Ken Shelton, Thursday’s keynote speaker pronounced our NCTIES conference. North Carolina’s ISTE affiliate, NCTIES has hosted what has become the primary focal event for folks interested in education, technology and other aspects of retooling classrooms in this and surrounding states.

Shelton delivered a high energy and courageous keynote.  He walked up on stage with his computer bag and hooked everything up after being introduced and with us watching. Astounding!  I insist on connecting and testing everything an hour before the speech begins.

6816912352_f0336aa2da_m.jpg

The high point of the conference, for me, was being lucky enough to get into Shelton’s photography workshop on Wednesday morning. The biggest part of the session was a photo safari along Fayetteville Street to the old Capital Building, and then back down Salisbury street. It was wonderful being tutored while actually wandering around and taking pictures.

On Friday, Ken asked me if I’d noticed any improvement in my photos from the beginning of the walk to the end. Always taking such questions seriously, I thought hard and honestly said that I couldn’t think of anything in particular – not the polite thing to say. But with some reflection, I can say the my eye improved, that is to say that I got better at finding photos to be made, rather than snapshots to be taken. You’d have to have taken the workshop to understand the distinction. (Hope you’re reading this, Ken.)

It was great seeing and talking with some old friends from the old days, but there were not very many.  Being a conference that I have attended for many MANY years, I have a basis for impressions that seem important to me, and one of them was the youth of the NCTIES attendees.  I know that it’s partly my advanced age that causes this feeling, but someone else commented to me about the number of classroom teachers who were attending this conference – and most of them were very young.

This conversation compelled me to post the following tweet, “Sitting with P. Sheehy, L Gillispie & C Lawson & thinking, ‘Any sufficiently tech savvy teacher is indistinguishable from a wizard.'”

Another thing that impressed me was the technical sophistication of most of the attendees. They were imaginative, tech-savvy educators, who were open to new ways of using their skills and their tech to create new learning experiences for their learners.  It was exciting.

This sense of rising sophistication was most apparent during an unconference session I facilitated on tablets in the classroom.  It was not a structured as I would like, and, as usual, I walked away feeling that I had not done my job.  I hadn’t taught anything.  I’ll never get over that.  But the ideas flew and grew and partly at the bidding of several attendees who played the devil’s advocate better than I could have.  The bottom-line message, to me, was that our learners deserve convenient (easy & fast) access to today’s prevailing information landscape to practice relevant learning.

..and this brings me to the last impression I’ll report here, and that was the overwhelming prevalence of tablet computers.  I asked others, who agreed that there seemed to be more people with iPads and other tablets in their hands at the sessions and keynote than laptops.  In fact, at some points, laptops seemed to be the exception.  It’s all bringing into focus a term that I’m seeing more and more, that we are entering the post-PC era.  I’m not sure I entirely agree with the picture that evokes, but I do not recall seeing any tech rise in prominence so quickly.

Thanks to the conference committee at NCTIES…

Sustaining an Innovation-Friendly School – Reflection 1 from Educon 2.4

Some might wonder about the sanity of taking a late afternoon flight out of Fort Worth, later arrival at the hotel, an almost descent night’s sleep, all to attend only the last day of Educon 2.4.  What I wonder about is the potential malign effects of three whole days of deep and enthrawling conversations, nearly every one pushing my thinking in subtile or dramatically new directions.

I reminded Chris Lehmann, at the end of the last session, that I talk about this stuff just about every day.  Then I confessed that there was a moment during the afternoon that I realized that every contribution I had made the entire day had come from something else I’d heard at the conference.  Educon is a cauldron where our ideas about education get stirred up and mixed with those of others.  Our concepts get disassembled and recombined through  forces of attraction and repulsion that dazzle me, and every time it happened, it left me a little stunned for a moment.

The one complaint that I have about the Educon experience is the inability to spend at least 15 minutes reflecting after every conversation.  I am not referring to the larger conversation sessions, but every single conversation with every single person I encountered, in the sessions, in the hall, fixing coffee, checking my coat ….

This is what I hope to be the first of my Educon reflections about what I learned, unlearned, and relearned. ((“The illiterate of the future are not those that cannot read or write. They are those that cannot learn, unlearn, relearn.” – Alvin Toffler))

Chris Emdin compellingly making his point

The first formal part of the Sunday installment of Educon was the large group panel discussion, entitled, “How do Schools Sustain Innovation?”  I found myself feeling a bit sorry for the moderator, Kevin Hogan, because the panelists pretty much took off from the start and didn’t land again until Chris Lehmann had to fairly frantically call for an end.

It struck me during the discussion, that innovation – a means of finding or inventing a new and better way of accomplishing a goal (my definition) – has become “a goal.”  This is understandable within the education arena, because being an inventive, resourceful, free-thinking goal-achiever is part of the skill-set that we are coming to consider basic.  But innovation for innovation’s sake risks going down the same confusing road of technology for technology’s sake.  It gets taken apart, sequenced, classified, curriculumized — and it simply stops making sense.  Chris Emdin pointed this out when he suggested that innovations can get cooped, branded, and become dogma.  One of the many threads that I rode throughout the day was that there is no one-size-fits-all “vision” for schooling.

To me, the question at hand is, “How do we sustain an innvoation-friendly school?” and even though the general discussion was riveting, I did not get any clear message on how this is done.  So at some point, I started a branch on the concept map I was using to take notes where I added and eventually sorted a list of principles or process for sustaining an innovation-friendly environment.

At the heart is permission and facility.  An educational community that adapts to changing conditions grants its members permission to innovate and facilities or procedures for pursuing a better way.  It is part of the school’s culture.

Here is the list that I ended with.  Even though it is numbered, I now see that other arrangements are at least as appropriate as this.

  1. Permission to Identify and Describe a Problem
  2. I added permission here because several times during the day people described environments that were unwilling to admit problems or listen to those who suggested any course other than “business as usual.”

  3. Permission to Solve the Problem
  4. This one might actually be tougher to allow than it seems.  Having worked in state government, I know how risky it is to do anything that jeopardizes your reputation – or that of your boss.  In some environments, it is your job to make your boss look good.

    This one might better be labeled, “Permission to take a Chance.”

  5. Willingness to Let Go
  6. I suspect that many worthwhile innovations fail, because they are simply mounted on top of existing practices, rather than transforming existing practices.  This is illustrated by the three challenges, made by American education reformers, to the Finnish education model (see Finnish Miracles and American Myths).  The U.S. education reform movement seems unwilling to consider letting go of government testing, school competition, and accountability.

  7. Awareness of Other Boxes
  8. This is a bit of a twist from my usual reference to “outside the box” thinking.  It was actually sparked by a previous conversation with the Director of Applications Development at a large school district I recently worked in.  He told me that what he looks for in prospective hires for his programming staff is “creativity.”  He went on to say that the best part of his education was all of the history, literature, science, etc. that he took.

    I think that innovation does not necessarily come from outside the box, but from having access to other boxes that rearrange our perspectives and enable us to come at a problem from a different angle.

  9. Engineer a New Way
  10. This, I guess, is where the innovation happens, and much has been written about this by smarter people than me. I will humbly suggest that it requires research, design, collaboration, negotiation, and flexibility, to mention only a few of the skills.

  11. Permission to fail and re-engineer
  12. This may well be the toughest part to accomplish.  Innovation in business and industry are easy.  Failure in the public sector is fuel to those with political agendas.  In the private sector, R & D are considered a legitimate and necessary cost of doing business.  For schools, it is a waste of tax-payer money.  You can tell that I speak from some experience here.

Steve Jobs – A Great Idea

There is much that can be said about Steven Jobs. I would like to simply say that he was a man of great ideas and the skills to make them happen.

During the creation of the original Macintosh, he told the designers that he wanted a computer that was as easy to operate as a telephone. It seems proper that last night I learned about the passing of Steve Jobs from a telephone that he turned into a computer.

I was especially moved by President Obama’s statement. He said that,

Steve was among the greatest of American innovators – brave enough to think differently, bold enough to believe he could change the world, and talented enough to do it.

I hate to be so crude as to inject politics into this time of mourning, but if the President truly values the qualities he attributed to Steve Jobs, then he will do what he can, fire who he needs to, hire who he needs, to turn our classrooms into places where teachers are less often prompted to say,

“That’s the right answer!”

and more often hear themselves saying,

“That’s a great idea!”

– Posted using BlogsyApp from my iPad

Are they addicted to their technology?

This from a recent Mashable post,

It’s clear that today’s students rely heavily on electronic devices even when they’re not incorporated in the class room. In one survey of college students, 38% said they couldn’t even go 10 minutes without switching on some sort of electronic device. ((Kessler, Sarah. “How Students Use Technology.”Mashable. Mashable, Inc., 10 Aug 2011. Web. 11 Aug. 2011. <http://mashable.com/2011/08/10/students-technology-infographic/>.))

As a writer, I know how we try to seek out words and wording for impact readers, so it is possible that Sarah Kessler did not mean to imply some sort of Un-natural relationship between students and their devices. Yet that’s what it sounds like and I suspect it’s what some people want to hear, that “my child is addicted to his cell phone!”

Is this three individuals or a meeting that’s larger than it appears? (Flickr photo (cc) by Susan NYC

I don’t know, but it makes more sense to me that they can’t go “10 minutes without switching on some sort of electronic device,” not because they want to listen to a hum or see the glow. It’s because that device is where their friends are. Perhaps asking how long they can go without their tech is more like asking, “How long could you last in solitary confinement?” Possibly, my generation could last longer, but there’s probably less reason for alarm in that. (TINTSTWSNBV) ((This is not to say that we should not be vigilant))

As an aside, the blog entry I’ve quoted includes an infographic.  If you want to read it, I would suggest that you do so with a critical eye and especially with the intent of the publishers in mind.  My concerns were best described by Dan Meryer in Stop Linking to “Top 100 Blogs” Lists.