In the graphs below, I label the X-axis as “Years of Republican Led General Assembly,” referring to the years that North Carolina’s legislative branch has been dominated by the Republican Party, the first time since 1870. I regret using this distinction because I actually respect much of what I think the Republican Party represents. I am referring, instead, to the Cuckoo legislators, arrogantly conservative politicians who appear to be Republicans, holding just enough resemblance to push many fine and thoughtful statesmen out of the nest of North Carolina’s State Government.
Students in Music & Art Ed Programs
That said, I want to report on one of the many effects of their arrogance, and not the millions of dollars lost to the state as a result of their hastily written and passed HB2.
I am no longer a teacher. I left the classroom for leadership roles in a time when teachers practiced autonomy in their classrooms and were rewarded for advancing their own educations. Today, I can barely imagine how demoralizing the last five years have been for North Carolina teachers, and for school administrators who are desperately struggling to fill their classrooms with qualified teachers.
The solution to an alarming teaching shortage is simple, at least to the amateurs in Raleigh.
Appear to grant a raise to teachers in North Carolina.
Factoring in the nominal inflation of the past decade and a half, teacher pay in North Carolina has dropped 13%.1 Real and significant raises would certainly help and are certainly warranted. But there’s nothing new here. While teachers have always been grossly underpaid, we have continued to have talented and committed men and women wanting to become teachers.
In my opinion, the teacher shortage has more to do with the declining conditions of the job and the increasing barriers that stand in the way of real learning in the classroom. A teacher’s passion comes from celebrating the meaningful learning and growth of her students. But today, the creative art of teaching has been spoiled by requirements to comply with government mandated standards that are measured by tests that choke real learning.
..And why would a high school student want to do, what they’ve spent 13 years watched their teachers dispair in not being allowed to do?
Enrollment at the 15 UNC schools of education has plummeted 30 percent since 2010, a worry for a state where those programs are the biggest source of classroom teachers.2
I recently received a document from one of the state’s 15 schools of education that lists the numbers of students joining their various education programs since 2012, and the numbers SHOULD worry us.
For instance, this graph illustrates the university students who are planning to become elementary school teachers.
The decline, since 2012, represents a net loss of 213 potential elementary school teachers.
Equally disturbing are the numbers entering Math and Science programs, illustrated here.
That’s 34% few Math and Science teachers than would have been likely in a more stable environment. And, as I’ve written many times before, the real problems of this state, nation and world have less to do with Math and Science, and more to do with our social condition – and we’ve lost 65% of the Social Studies teachers we might have had. In 2016, no college student in that university sought to pursue a career as a Social Studies teacher.
Considering how teachers have been treated in this state, it is easy to fathom what these Cuckoo legislators fear the most. It is highly educated and organized teachers. In many of the state’s communities, the most educated citizens are teachers. It’s why the General Assembly and Pat McRory (Governor) stopped paying higher salaries to teachers with advanced education (part of the Appropriations Act of 2013). We are the only state that does not pay more to teachers with graduate degrees. The result?
A loss of 27%, though many teachers continue to advance their own education, even without compensation.
If you are a North Carolina voter, and you believe that the future of our state depends on the talent and intelligence of its citizens, then learn how your representatives voted on the final adoption of the Appropriations Act of 2013. If you do not know who your representatives are, go here. Then go here and click the name of your House member (here for your senator) to see their voting history in 2013-14 session. If he or she voted “No” to the final adoption of SB 402, the Appropriations Act of 2013, then they voted FOR teachers and stronger public schools in North Carolina.
2 Bonner, L. (2016, February 3). Enrollment plunges at UNC teacher prep programs. The Charlotte Observer[Charlotte].
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.
My wife and I watched and enjoyed The Hundred-Foot Journey the other night. If you have not seen it, you should. If nothing else, Helen Mirren’s portrayal of a posh restaurant madam is an interesting contrast to that of a conscienceless hired killer in RED.
I posted a comment about the movie in Facebook, earning a healthy number of likes and an even more impressive number of comments. Many of the statements suggested that watching the film would be a good way to teach tolerance – and I agree.
But, as I’ve thought about this and the movie, I think that it’s not tolerance that is being illustrated by the characters, nearly as much as it is finding the human value of each other.
If we were in the habit of looking for the human value of each other, instead of taking offense to the perceived differences, then tolerance becomes passé.
It seems to me that teaching the value of people as the objective would be easier than teaching tolerance.
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.
|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 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!
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.keep looking »