David Warlick Ryann Warlick Martin Warlick
Shakabuku Infographics Video

“Are teachers going the way of local bookstores?”

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.

 

 

Back to the Future

Technology & Learning Magazine is running excerpts of my in-progress book about the last 35 years of educational technology. Here is the first paragraph of the first excerpt…

My first direct encounter with the personal computer came during the winter of 1981 as part of a diagnostic/prescriptive reading course I was taking at Wingate College for teacher recertification. The instructor, Dr. Henry Funderburk, also ran a commercial learning clinic on the side.

Read the rest here: http://goo.gl/kfhfvS

Marimuse Interview

In 1993, while I was working at the North Carolina Department of Public Instruction and exploring the educational potentials of the, then emerging, Internet, I ran across an intriguing and inspiring summer project being conducted at Maricopa Community College in Phoenix, Arizona.

With the local school district, they invited a diverse group of students who would be entering fourth, fifth or sixth grades (all at-risk of failure) into a MUD  or Multi-User Domain.  Essentially, a MUD is a text-based virtual environment.  Think SecondLife  where the environment is read about, instead of seen graphically.

This particular MUD was empty, flat asphalt.  These students, some of whom you couldn’t get to write their names in a classroom, were challenged to create a virtual city in the MUD, by learning a simple programming language and describing its buildings, parks and their own virtual homes, in all their richness, with words.

You can read what Howard Rheingold had to say about the project here.

At the end of the project, I invited a number of the organizers and volunteers to a virtual office I was maintaining at MIT’s MediaMOO, where my avatar was known as Peiohpah.  There I interviewed the team about their experience. I had acquired a virtual video camera, which recorded the exchanges.

Here is a portion of that interview played back on Pei’s TV.

[on Pei's TV]      ***********************************
[on Pei's TV]      **   C a m p   M a r i M U S E   **
[on Pei's TV]      **  An Interview with the staff  **
[on Pei's TV]      **      of the first virtual     **
[on Pei's TV]      **         Computer Camp         **
[on Pei's TV]      ***********************************
[on Pei's TV]
[on Pei's TV]      . . . the camera pans left to right over
                 Pei's Studio
 
[on Pei's TV]  A cozy corner with two comfortable sofas
               arranged for conversation in front of a large
               picture of a schoolhouse. Curiously, the
               walls of the schoolhouse appear to be
               transparent. There is a copy of Tuesday's
               *New York Times* on an end table.
 
[on Pei's TV]  Lila smiles at the camera
 
[on Pei's TV]  Pei says, "I'm here with a few friends today
               to talk about a project that they have been
               involved in this summer, Camp MariMUSE.  I
               call them friends although I have never met
               them face-to-face, and don't even know the
               sounds of their voices.  Yet I have
               profoundly enjoyed their companionship by
               interacting not only with their words, but
               with their imaginations, and -- most
               importantly to this interview -- with their
               innovation."
 
[on Pei's TV]  Pei turns to the rest of the group.
 
[on Pei's TV]  Miss-K says, "Hi, Pei"
 
[on Pei's TV]  Avalon  looks toward Pei, pleased to be
               here.
 
[on Pei's TV]  Pei says, "Why don't we start with my guests
               introducing them selves."
 
[on Pei's TV]  Woody waves to TV land
 
[on Pei's TV]  Miss-K giggles
 
[on Pei's TV]  Lila says, ""I am Lila on the MariMuse, a
               volunteer for the project.  I am a student
               at Phoenix college, a returning student"
 
[on Pei's TV]  Avalon says, "I am Billie Hughes aka Avalon
               on MariMUSE.  I worked with the team that
               first brought Muse to Phoenix College."
 
[on Pei's TV]  Pei senses that another member of the
               MariMUSE team is looking for them and
               disappears suddenly for parts unknown.
 
[on Pei's TV]  Lila waits for Pei to return
 
[on Pei's TV]  Miss-K says, "I am Miss-K on the Muse, and
               Susan Oram in RL (Real life) -- the school
               librarian at Longview Elementary School. "
 
[on Pei's TV]  Pei has arrived.
 
[on Pei's TV]  Wlad materializes out of thin air.
 
[on Pei's TV]  Pei says, "Hi Wlad!"
 
[on Pei's TV]  Woody says, "I am Rod Brashear, Woody on
               Marimuse.  I am a student at Arizona State
               Universtiy-West and also work for the
               Arizona Department of Education.  I
               volunteered to be involved with the Longview
               project."
 
[on Pei's TV]  Lila waves to Wlad, and thinks she has seen
               him before ;) "
 
[on Pei's TV]  Miss-K says, "Hi, Wlad"
 
[on Pei's TV]  Pei says, "Wlad, would you introduce
               yourself?"
 
[on Pei's TV]  Wlad says, "Hi, and I am Jim Walters.  I
               work at Pheonix College and am intensely
               interested in this medium."
 
[on Pei's TV]  Pei says, "Is that everyone?"
 
[on Pei's TV]  Lila thinks that is all for the moment,
               Platoon will join us later"
 
[on Pei's TV]  Wlad says, "Thanks"
 
[on Pei's TV]  Avalon turns toward Pei,anticipating a
               question."
 
[on Pei's TV]  Pei reads from his clipboard, then faces
               Avalon.
 
[on Pei's TV]  Pei says, "Avalon, would you begin by
               explaining how Camp MariMUSE came to be?"
 
[on Pei's TV]  Avalon says, "Wlad and I were in the library
               one day when the Dean walked in.  We were
               excited about what Muse was doing for our
               college students.  She suggested we do a
               summer camp for kids."
 
[on Pei's TV]  Avalon says, "We jumped at the chance and
               the rest is history."
 
[on Pei's TV]  Wlad says, "Avalon had heard a rumor that
               Joanne, the principal at Longview, might be
               supportive of a technology linked proposal.
               So we set out to meet with her."
 
[on Pei's TV]  Woody says, "wlad and Av planted a seed and
               didn't realize how big the tree would be.
 
[on Pei's TV]  Lila says, "...and still growing!"
 
[on Pei's TV]  Miss-K says, "it's rather like falling into
               the rabbit's hole with Alice."
 
[on Pei's TV]  Pei grins with understanding
 
[on Pei's TV]  Lila laughs at the rabbit hole analogy
 
[on Pei's TV]  Pei says, "So it began as an environment for
               college student?"
 
[on Pei's TV]  Wlad says, "We did try to start with the
               basis that it could accommodate learners of
               all ages."
 
[on Pei's TV]  Wlad says, "But college students were the
               group we began with because that was the
               group we had access to."
 
[on Pei's TV]  Avalon says, "We tried it first with our own
               students, but always dreamed of a huge one
               room school for learners of all ages."
 
[on Pei's TV]  Miss-K says, "The dream is starting to come
               true, isn't it?"
 
[on Pei's TV]  Lila nods agreement
 
[on Pei's TV]  Wlad says, "We took some risks in bringing
               in some of our own students, then to try to
               offer a class entirely in this environment."
 
[on Pei's TV]  Pei turns to Miss-K.
 
[on Pei's TV]  Pei says, "Miss-K,  Could you describe some
               of the landmarks of MariMUSE that your
               campers saw when they first entered the
               MUSE?"
 
[on Pei's TV]  Woody notices sweat on the brow of Miss-k.
 
[on Pei's TV]  Lila hands Miss-K a tissue
 
[on Pei's TV]  Miss-K smiles sickly!
 
[on Pei's TV]  Pei reaches over and touches Miss-K's hand!
 
[on Pei's TV]  Miss-K says, "Well, we went to Lady
               Starlight's castle first. "
 
[on Pei's TV]  Pei's eyes widen with excitement.
 
[on Pei's TV]  Miss-K says, "We also visited some of the
               places the first group of campers had
               created.  Also, Some of the campers spent
               quite a lot of time in an amusement park."
 
[on Pei's TV]  Wlad says, "A couple of the volunteers had
               created a space station that was the initial
               home of all the Longview campers."
 
[on Pei's TV]  Pei says, "Tell me about the students who
               participated in Camp MariMUSE?"
 
[on Pei's TV]  Woody says, "Do you want a feel for what
               they were like in RL, when they entered the
               room?"
 
[on Pei's TV]  Pei says, “Yes!"

[on Pei's TV]  Avalon sits back listening to those who were
               with the children the most to talk.
 
[on Pei's TV]  Miss-K says, "Well, it was quite a mixed
               group of children.  Our school is very
               multi-ethnic and those groups were
               represented at the camp."
 
[on Pei's TV]  Avalon looks at Miss-K remembering just how
               diverse the group really was.
 
[on Pei's TV]  Lila remembers being surprised at the young
               ages.
 
[on Pei's TV]  Miss-K says, "The kids were all going into
               the fourth, fifth or sixth grade.”

[on Pei's TV]  Miss-K says, "The children who attended were
               children who were definitely at-risk for
               failure in school either because of their
               back grounds or skills.  They were chosen by
               the teachers at Longview on the basis of who
               we thought might benefit the most. "
 
[on Pei's TV]  Wlad says, "The first day of camp was an
               exciting day.  Students had heard exciting
               rumors and were very eager, with a bit of
               confusion and trepidation, to come to a
               college and work with the MUSE."
 
[on Pei's TV]  Platoon materializes out of thin air.
 
[on Pei's TV]  Platoon says, "HI Pei, sorry I interrupted"
 
[on Pei's TV]  Pei says, "Platoon, my man! gime five!"
 
[on Pei's TV]  Platoon ^5's Pei
 
[on Pei's TV]  Platoon sits back and listens
 
[on Pei's TV]  Woody says, "The first couple of days the
               children were very quite and shy.  After the
               comfort level was attained the kids were
               conversing in the muse and RL with real
               excitement and interest"
 
[on Pei's TV]  Wlad says, "They seemed very young, and shy
               and seemed to be wondering why they were
               here, but then they got started began having
               fun."
 
[on Pei's TV]  Miss-K nods.
 
[on Pei's TV]  Pei says, "How did the students first
               approach the text-based virtual environment?
               What was their early reaction?”

[on Pei's TV]  Miss-K says, "On the first day, I heard
               whispers of, "This is dumb."  By the end of
               the first session, all the campers agreed it
               was about the coolest thing they had ever
               done.”

[on Pei's TV]  Lila recalls the excitement of the children
               when they left for the bus, how anxious they
               were to come back the second day."
 
[on Pei's TV]  Lila recalls how quickly the children became
               conscious of correct spelling"
 
[on Pei's TV]  Wlad says, "I had worried that the ones who
               couldn't keyboard might become discouraged
               and quit, but they just hung in and their
               skills kept improving."
 
[on Pei's TV]  Miss-K says, "Even this morning some kids
               were asking about getting back on the system
               so they wouldn't lose their keyboarding
               skills."
 
[on Pei's TV]  Pei says, "Those of you who were volunteers,
               how did you assist the campers and what sort
               of impact did this experience have on you
               personally?"
 
[on Pei's TV]  Platoon says, "My best the very best
               experience I had was when I started paging
               some of the campers and ask them if they
               need help...and they responded where are
               you...and i said that I am kinda far away
               from you...they couldn't imagine that "
 
[on Pei's TV]  Lady Starlight materializes out of thin air.
 
[on Pei's TV]  Platoon says, "I thought that was so cool to
               have to convince them that I am about 20
               miles away from them”

[on Pei's TV]  Wlad says, "She was having difficulty with
               him being in the same virtual room with
               her."
 
[on Pei's TV]  Lila says, "To build on Platoon's comments,
               one child initially refused to believe a
               volunteer was really in California."
 
[on Pei's TV]  Pei smiles
 
[on Pei's TV]  Lady Starlight says, "And another looked for
               a volunteer in the disk drive."
 
[on Pei's TV]  Wlad ecalls one student looking in the disk
               drive slot trying to see Angus."
 
[on Pei's TV]  Pei laughs and laughs and laughs
 
[on Pei's TV]  Lila laughs at the remembrance
 
[on Pei's TV]  Pei says, "What, exactly,
               did the MariMUSE campers do on a daily
               basis?"
 
[on Pei's TV]  Woody pulls out his muse curriculum daily
               guide.
 
[on Pei's TV]  Miss-K says, "every day the students were
               asked to complete a journal entry.  They
               also wrote at least one article per week for
               the newsletter.  They were also responsible
               for doing some creating in the MUSE."
 
[on Pei's TV]  Wlad recalls some of the homework and how
               serious the students were about getting
               together their descriptions and setting
               their character names.
 
[on Pei's TV]  Azure_Guest says, "What amazed me was that
               they were so unwilling to leave for break."
 
[on Pei's TV]  Woody adds that they felt three hours was
               too short of a day on the muse.
  
[on Pei's TV]  Lila says, "Do you remember how Ginji would
               go home, make her sister help her research
               so the cave could be exactly what she
               wanted?
 
[on Pei's TV]  Wlad says, "At the end of the first week,
               the students were wanting to come in over
               the weekend..”
 
[on Pei's TV]  Lady Starlight says, "They were all very
               proud of their work."
 
[on Pei's TV]  Miss-K says, "Ginji wears her Phoenix
               College t-shirt often."
 
[on Pei's TV]  Avalon says, "Above all, we learned that
               this medium was exciting to students, it
               captivated them despite its text-base.  And,
               they could handle the coding.  They were
               reading and writing for 3 hours a day,
               thinking and problem solving, and loving
               it."
 
[on Pei's TV]  Woody says, "It taped the intrinsic
               motivation of all the persons connected to
               the program.  Students Teachers, and
               volunteers."
 
[on Pei's TV]  Pei nods.
 
[on Pei's TV]  Pei says, "Have the kids come back to school
               yet?  If so, what are they saying about the
               MUSE now?"
 
[on Pei's TV]  Miss-K says, "Everyday I am asked, WHEN can
               I come back on line?"
 
[on Pei's TV]  Wlad says, "The children are eager to get
               back on-line and are stating that they have
               projects to work on, and they really want to
               check their mail."
 
[on Pei's TV]  Miss-K says, "I called all the MUSE kids
               into the library this morning and they were
               all talking at once.  They did not want to
               leave to go back to class."
 
[on Pei's TV]  Avalon says, "We believe we are just seeing
               the tip of the iceberg.  We believe we are
               on the wave of the future.  This medium is a
               window to a new way of learning."
 
[on Pei's TV]  Avalon looks at Miss-K remembering the child
               who said, “You don't think I am stupid, do
               you?”
 
[on Pei's TV]  Miss-K says, "The kids are so proud of the
               NY Times article.  They all want copies of
               it."
 
[on Pei's TV]  Pei says, "How did the parents react to Camp
               MariMUSE?"
 
[on Pei's TV]  Miss-K says, "We had an enormous turn out on
               the parent day.  We were amazed.  The
               parents are especially proud of their
               children.  I think it raises their self-
               esteem too."
 
[on Pei's TV]  Lila says, "Many parents had to take off
               work, with no pay, to attend any function to
               which they were invited.  Such as
               graduation"
 
[on Pei's TV]  Wlad says, "Some even rode over on the
               school bus to be here."
 
[on Pei's TV]  Woody says, "When the parents first met with
               us, PC volunteers and Wlad, There was a very
               small turn out.  After the camp was over
               there was almost 100 percent parent
               participation."
 
[on Pei's TV]  Lila says, "Running Wind's parents went to
               great lengths to attend graduation, they
               VERY proud of him and his accomplishments."
 
[on Pei's TV]  Wlad says, "And parents who had never heard
               their children talk about what they were
               doing at school were getting rave reviews
               and daily updates on the camp activities."
 
[on Pei's TV]  Avalon says, "We invited the superintendent
               who was amazed at the children's creativity
               and the amount of writing they did.  We also
               invited state representatives who felt the
               excitement.  And we had parents who knew
               their kids were really excited about and
               successful with learning."
 
[on Pei's TV]  Wlad says, "On graduation day, it really
               felt like one big family celebration."
 
[on Pei's TV]  Wlad laughs remembering how he helped
               Running wind entertain two of his
               younger relatives.
 
[on Pei's TV]  Avalon says, "Remember, this was only a 3
               week camp.  All of this happened in 3 short
               weeks."
 
[on Pei's TV]  Lila shakes her head, and says, "Hard to
               believe we did all that in 3 weeks."
 
[on Pei's TV]  Pei 's heart is full!
 
[on Pei's TV]  Woody throws time out the door.
 
[on Pei's TV]  Pei says, "Were there any real surprises?"
 
[on Pei's TV]  Miss-K says, "It seemed like a magical
               time."
 
[on Pei's TV]  Lady Starlight nods.
 
[on Pei's TV]  Lila says, "I was very impressed with the
               increase in global awareness."
 
[on Pei's TV]  Miss-K says, "I was blown away by the
               research that the students initiated!"
 
[on Pei's TV]  Avalon says, "One of the other teachers
               committed this week about how important it
               was for these kids to see the volunteers
               from the college working at their jobs,
               volunteering, and going to class.  It
               helped them see they could go to college
               too."
 
[on Pei's TV]  Miss-K says, "It was a time of being
               completely accepted."
 
[on Pei's TV]  Avalon grins at Miss-K.
 
[on Pei's TV]  Platoon  says, "it was a time of beeing
               equal"
 
[on Pei's TV]  Miss-K says, "Actually, I still get misty
               eyed about it. "
 
[on Pei's TV]  Avalon hands an embroidered hankie to Miss-K.
 
[on Pei's TV]  Miss-K giggles
 
[on Pei's TV]  Pei says, "What plans do you have for the
               future of MariMUSE?”

[on Pei's TV]  Avalon has been assigned to work on grant
               writing and assessment so we can continue
               and can learn as we proceed into the future.
               This is a major commitment from the college
               to a very important project.
 
[on Pei's TV]  Woody boogies about the future.
 
[on Pei's TV]  Wlad says, "By the 15th of September, we
               should have 12 terminals installed at
               Longview for the students to use.  There
               will be a 9600 baud modem line to the
               college.  We know that the equipment will
               work with that speed.  We want something
               that will work right away, so that we can
               get the kids back on-line."
  
[on Pei's TV]  Miss-K squeals in delight
 
[on Pei's TV]  Pei applauds
 
[on Pei's TV]  Miss-K will never get anything done once
               those terminals are in!
 
[on Pei's TV]  Pei rolls in the floor laughing
 
[on Pei's TV]  Avalon grins and grins and grins with
               excitement about the future.
 
[on Pei's TV]  Miss-K wrings her hands thinking of so much
               to do and so little time.
 
[on Pei's TV]  Avalon says, "We have very strong support
               from the Longview, Phoenix College and the
               district offices to continue and build on
               this."
 
[on Pei's TV]  Pei looks at his watch and turns back to the
               camera.
 
[on Pei's TV]  Pei says, "Viewers...I am speechless!"
 
[on Pei's TV]  Miss-K smiles
 
[on Pei's TV]  Pei says, "Except to say that I am deeply
               moved by these people and what they have
               accomplished this summer.  It is impossible
               to know all the consequences of how they and
               the experiences they have provided have
               touched the lives of a handful of children
               this summer.  Or how the technologies and
               techniques they are pioneering will effect
               lives in the future.  But my bet is that it’s
               enormous.”

[on Pei's TV]  From MediaMOO, this is Peiohpah saying "good
               night!"

In re-reading this interview I was struck by four ideas.

  1. The campers were engage in self-directed learning, because they were doing something with what they were learning. 
  2. Their enthusiasm had nothing to do with slick graphics and booming sound effects. It was text. 
  3. The campers were working hard, though they might not have called it work. Students who are engaged in this type of learning experience often call it, “Hard play.” 
  4. There seems to be a direct relationship between learner-engagement and parent-engagement. 
  5. Young Learners need to see adults model meaningful learning.

Two Reasons I Won’t Use My Typical Opening Today

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.

Our Greatest Missed Opportunity?

Apple IIe Computer

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.

* Blackford, J. (1983, September). Computers in school: New approaches. Compute!, (40), 100. Retrieved from http://www.atarimagazines.com/compute/issue40/computers_in_school.php

I Can’t Believe I’m Doing this Again!

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?”

“No!”

“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!

Am I Missing It?

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.

Talking with Carlos Austin, a local iPad photographer.

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.

But…

Wires
Will these wires be used to impose teaching or empower learning?

I’m happy about Obama’s ConnectED plan and the Broadband initiative, doubling e-rate funding.  Working in other countries, I know how uniquely special E-Rate is.  

However, I remain skeptical as to whether this program and its associated teacher-training will result in transforming education into the learning that’s relevant to preparing a new generation of learners, within a new information environment for a future we can not clearly describe.

If it happens, it will be because of what determined, creative and compliance-free classroom teachers do, not because of an emerging education industry.

Middle School 2014: A Future Fiction – Installment 10

Here is the 10th installment of a short story I wrote as the 1st chapter of Redefining Literacy in the 21st Century, written in 2004.  The setting is 2014. It starts here.

Copyright © 2004 by Linworth Publishing, Inc.
Reprinted with permission from ABC-CLIO, publisher of Redefining Literacy 2.0

“Alf, how are you?” The teacher asks with genuine interest.

“I’m fine, I guess” the moody boy replies. Then he adds, “Ms. Crabtree, about the violence in my video…”

The teacher knew that this was coming. There is a hard rule in all presentations, especially images and video, that there be no violence demonstrated.

“You could have stopped the presentation right then, but didn’t,” Alf continued.

“The reason for the policy is to avoid the glorification of violence. You weren’t glorifying violence. You were using it to very effectively make a point. Your examples were not that different from the examples of the lions and the cheetah, which were also violent.”

Alf nodded his understanding and then looked directly at Ms. Crabtree and said, “Thanks!” It was sincere!

Meanwhile, Isaac Johnson’s workday had entered its more intense period as the large media center filled up with students and student teams working on their projects. All of the knowledge gardens were occupied by groups consulting with each other or working individually on specific components of their presentations. Many wore headphones as they consulted with other team members or collaborators via teleconferencing or worked with musical keyboards composing and editing background music or sound effects.

Mr. Johnson noticed Desmone standing by the bookshelf, apparently waiting to talk with him. He commended the students he was sitting with on their work and excused himself, walking over to the waiting teenager.

“I was just curious, Mr. Johnson,” she began as he approached. “How did you know that Alf would be here today?”

The young educator smiled at Desmone. “Do you remember when I checked Alf’s work files?” She nodded. “His last work was done on a computer whose owner was labeled as Sgt. Jonathan Frick. I know Sergeant Frick. He works the night shift for the police department. Evidently, Alf finished up his part of your project from the police station.”

Desmone cocked her head, not understanding.

Mr. Johnson continued, “Do you think Alf would have been working on his project at the police station if he had not fully intended to be in class for the presentation today?”

Desmone smiled. “Oh!” She immediately locked eyes with a friend across the media center, and looked back to the media coordinator. “Thanks, Mr. Johnson!”

“You’re quite welcome!” Mr. Johnson bowed slightly.

  

The End!

Middle School 2014: A Future Fiction – Installment 9

Here is the 9th installment of a short story I wrote as the 1st chapter of Redefining Literacy in the 21st Century, written in 2004. The setting is 2014. It starts here.

Copyright © 2004 by Linworth Publishing, Inc.Reprinted with permission from ABC-CLIO, publisher of Redefining Literacy 2.0

Then he stops, and walks back to his seat. The room is silent, even Desmone remains motionless, until she smiles to herself and then turns and smiles at Alf. It was a powerful presentation, and there was also the provocation of Alf’s video clips. There would be much discussion of this presentation from the community, and many opportunities for the team to defend their work.

Later, after lunch, Sally sits in her classroom office reviewing the Reptiles’ presentation. Her classes are over and she has the afternoon to engage in planning and other professional activities including: review of student work, research for her own presentations, meetings with students and teams on their progress, and online meetings with other professionals and collaborators. All class performances are recorded and available through the school’s video archives. She has isolated the Reptiles’ morning presentation into a separate file, which she is now annotating with comments.

Beneath the video is another document displaying the rubric that had been agreed upon by the team. In most objectives, each member of the team received excellent marks. For Alf, the objective that called for compelling communication was an “A” easily. She checked him at “Exceeded Expectations”. It was a striking presentation and the quality of the video editing was exquisite. He had never demonstrated such skill before, and if she did not know that scores meant little to Alf, she might have suspected unethical use of copyrighted information. The presentation would provoke reactions from the community. Sally noticed that the outside comments bin was already filling up. She would spend a sizable part of the afternoon screening them for the students.

After reviewing the evaluations of the rest of the class and assessing the additional materials including student reflections on their project, Ms Crabtree wrote her initial comments for the team’s review and then set to writing her customary letters of thanks to the members. As she finishes her letters, Alf Greeley walks into the room.

“Alf, how are you?” The teacher asks with genuine interest.

Read the final installment here.

 

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Photo taken by Ewan McIntosh in a Taxi in Shanghai

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Books Written

Cultivating Your Personal Learning Network
2nd Edition (2012)

Redefining Literacy 2.0 (2008)
Classroom Blogging
(2007) • Lulu
• Amazon
Raw Materials for the Mind
(2005)

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