What are the essential questions K-12 students should ask?
According to Howard Gardner, Professor at the Harvard Graduate School of Education, they are: “the essential questions of human life: who are we, where do we come from, what’s the world made of, what have humans achieved and what can we achieve, how does one lead a good life?” (see Reference below).
Are today’s K-12 teachers qualified to facilitate such inquiry openly and honestly? Hmm…
Reference: http://lilt.ilstu.edu/gmklass/foi/read2/gardner.htm
(posted 7/1/09)
Technology Integration in the Elementary Classroom
“Without deep reflection one knows from daily life that one exists for other people.”
– Albert Einstein –
– Albert Einstein –
As noted by Physicist Albert Einstein in the quote above, we inherently figure out that we exist for others. Spouses exist for one another. Parents exist for children. Children exist for parents. And as educators, we exist for learners. Since our existence for others is a given fact that should be concluded by reasonable folks, the only variable becomes the nature of our relationship to those others for whom we are existing. Do we exist to control, manipulate, dominate, or rule over others? Or do we exist to share, serve, and sacrifice for others? It seems to me the aftertaste of one’s education depends upon whether they were shepherded or merely herded; nurtured or merely driven to market.
The entire structure of education has been top-down so long that new technologies are introduced at the top first. One course I recently took entertains the notion that elementary level students could engage in new tech-based learning arenas which would prepare them for their unknown future. I believe education needs to reverse the emphasis on introducing innovations at the top. Rather, we should introduce innovations at the elementary level and allow the students to grow with the changes. I tested this by teaching low SES, dual language K-5 students how to Podcast when they didn’t even know how to power point (Tech Camp, 2009). Can you imagine their excitement? Can you imagine what their reports will look like when they reach high school and beyond? Why wait until they get to the upper grades to unveil the standard fare of everyday internet engagement? Podcasting, blogging, social networking, 3D discovery, and more is the norm but we teach elementary students the applications we used in the ‘90s.
Within 10 years, our nation could be transformed if we would turn this behemoth of an institution around and get our sights set on the right way to reach the goal. I believe the system can be re-engineered, not by turning it inside out but by simply turning it upside down.
References
Encyclopaedia Britannica Films (1945) What is a democracy? Retrieved 6/17/09 from
http://www.youtube.com/watch?v=ngtq6VM6t84
McPheeters, Dallas (2009) Tech camp curriculum. Available online at
http://gobears.uniques.com/Go_Bears/Tech_Camp/Tech_Camp.html
http://www.youtube.com/watch?v=ngtq6VM6t84
McPheeters, Dallas (2009) Tech camp curriculum. Available online at
http://gobears.uniques.com/Go_Bears/Tech_Camp/Tech_Camp.html
(posted 7/1/09)
Democracy in the Classroom of 1945 ... and Today!
“Democracy is worth dying for, because it’s the most deeply honorable form of government ever devised by man.” – Ronald Reagan
If, as Ronald Reagan said, Democracy is the most honorable way for people to govern themselves, then it makes sense that Democracy in the classroom would offer the best way for educating future generations to become responsible citizens. It also follows that promoting democratic ideals in the classroom would constitute best practice among teachers. My definition of best practice is the focus on procedures known to produce optimum results. Therefore, based on Reagan’s quote and my definition of best practice, we could conclude that a teacher’s best practice would focus on teaching procedures that embrace democratic ideals and yield the optimum result of producing an enlightened citizenry.
Four Principles
What do I mean by democratic ideals? According to the 1945 Encyclopaedia Britannica classroom film entitled What is a democracy? retrieved online at http://www.youtube.com/watch?v=eT7p1Tqs9lc, a democracy is characterized by four principle elements listed as follows, 1. Shared Respect, 2. Shared Power, 3. Balance of Resources, and 4. Enlightenment.
Shared Respect
A democracy requires shared respect among its constituents. This means understanding and tolerance of different cultures, skin colors, practices, beliefs, and corresponding opinions. This fits with today’s emphasis on cultural diversity in the classroom as depicted in Module 3’s assigned video Valuing Diversity in Learners where foreign language teachers explained how they mixed classroom participants to include both novice and experienced language speakers.
Whether or not students agree with one another, mutual respect must be the norm for every classroom if open discussion is to be promoted.
Shared Power
Shared power in a democracy means that decision making is supported by the community and is enforced by the community. This can be carried out in classrooms where teachers allow student input regarding particular themes to be studied within a given curriculum. Class participation to establish the rules of engagement as well as rewards and penalties to be imposed on infractions, communicates to the students that they are the community and the teacher is there as a facilitator of collaborative learning more than as a disseminator of knowledge to be regurgitated on assessments. Shared power means the right of individuals to voluntarily vote. Volunteering to vote implies personal motivation which is a vital ingredient to the learning equation: Students must be motivated to learn. In a classroom where students take ownership, personal motivation to learn is enhanced.
Balance of Resources
In the 1945 film, this particular point focuses on the balance of economic resources by ensuring a strong, healthy, and dominant middle class. I applied this to the classroom by interpreting it to mean a balance of intellectual resources and access to resources among students. This notion of balanced resources goes back to Aristotle over two millennia ago and was reiterated at the founding of our nation by James Madison who explained that imbalance of resources causes conflict between groups of have’s and have nots. I have seen this in the classroom when lesson plans serve mainly to isolate groups of students based on resources they naturally possess. Rather than encouraging discussion, debate ensues and learning is stifled as minds close up to defend strongholds rather than critically evaluate other viewpoints and options.
Enlightenment
This point has to do with free speech as a right as well as a responsibility. Free speech not only enlightens students, it also fuels their mind to judge which grants them responsibility. Therefore, a class of free speech requires students to participate. It places the responsibility on the students to bring knowledge to light. It does not mean they are free to be silent when a question is asked but rather they bear the burden to ensure all points of view are presented so the entire class can achieve the optimum results. However, mere access to information alone is not sufficient. Democracy in the classroom means presentations should be balanced in presenting both sides of an issue. Sources should be disclosed or credibility should be questioned. And competence should be assured by adequate disclosure.
Reference
(posted 6/18/09)
How to Connect with Digital Native Students
Recently someone remarked about digital natives being goal oriented which caught me off guard. I’m not sure about ‘goal’ oriented. I think this is why there is a disconnect between teachers and students today. Digital immigrants are ‘work’ oriented but this new generation of digital natives is ‘play’ oriented. If teachers emphasize education’s goal is to make productive and useful ‘workers’, then students don’t see the relevance because the jobs they will have in the future, have not yet been created (at least that’s what we’ve been telling them).
The immigrants’ world was well defined with clear expectations. The natives’ world is boundaryLESS and obscure. For this reason, they play. What else can they do?
I believe the best teaching strategies create a collaborative atmosphere and multi-dimensional, interactive platform where digital natives can thrive. However, this does not guarantee we will ‘connect’ with students. The connection will be made when we as teachers convey clearly that we are fellow-explorers ‘with’ them helping them to develop the skills of adaptability and creativity they will need to fabricate their future much better than previous generations have done.
We do not blame the previous generations. They did what they could with what they had. But we DO expect this next generation to learn from our mistakes and build their future responsibly. They can play today because we provide a safe haven for them. But when they are on their own, survival is not a game. If we visionize them accordingly, I believe they will accept the challenge and rise to the occasion. (posted 6/6/09)
The immigrants’ world was well defined with clear expectations. The natives’ world is boundaryLESS and obscure. For this reason, they play. What else can they do?
I believe the best teaching strategies create a collaborative atmosphere and multi-dimensional, interactive platform where digital natives can thrive. However, this does not guarantee we will ‘connect’ with students. The connection will be made when we as teachers convey clearly that we are fellow-explorers ‘with’ them helping them to develop the skills of adaptability and creativity they will need to fabricate their future much better than previous generations have done.
We do not blame the previous generations. They did what they could with what they had. But we DO expect this next generation to learn from our mistakes and build their future responsibly. They can play today because we provide a safe haven for them. But when they are on their own, survival is not a game. If we visionize them accordingly, I believe they will accept the challenge and rise to the occasion. (posted 6/6/09)
Differences Between Digital Natives and Digital Immigrants
1. What are the characteristics of students in the digital age?
Hi, My name is Cyborg. You may call me Cy for short. I, like you, appear to be a typical carbon based life form. My electrochemical CPU comprises 20% of my total energy output. As I say, like you, we appear to be quite similar. However, I am a digital native. Digispeak is my native tongue. I understand best when your tweets are 140 characters or less and your SMSs are 160 characters or less. And don’t bore me with your linear lectures thinking you are making things clear to me. I need lots of variables thrown at me at one time; visual, verbal, tactile, you name it. Just please, please make your output relevant to my multidimensional world where I exist as real as well as avatar. My identity is manifold and your addressing me according to your small-minded, preconceived notions of who and what I am annoy me to the uttermost. When you do this, I may look like I’m listening but really I have tuned you out long ago; not by volition so much as just because my brain doesn’t connect to that type of input. It’s like my brain is a British electrical socket and your method of reaching me is an American plug. Did I mention disconnect?
I know, I know. You’re gonna tell me it’s always been that way. The generation gap and all. But hey, your generation experienced Future Shock. You freaked out when you saw advances coming at you faster than you could assimilate them. My generation has never known anything BUT high velocity advancements hitting us faster than we can learn. We get it. Adapt. That’s our modus operandi. We adapt. We learn and then throw it away as fast as it gets replaced by the next new thing. Your precious memories are your treasure. Our fantasies are our treasure. Stop living in the past, in your stale knowledge-base, and smell the future! Your fear of the future (for our safety) doesn’t help. We haven’t a clue but we know we can adapt. You don’t have a clue and you keep acting like you know what we need to learn. Face it. We’re all explorers in a brave new world. Let’s forge ahead together!
2. What are your “secret” strategies to work with digital students?
Since today’s educators are being called upon to lead an uncertain generation into an unknown future, it behooves them to bear the qualities of an Explorer. Imagine when Columbus set sail from Spain near the end of the 15th century in search of a New World. What did he do to gain support of the King and Queen? What kind of leader was he to secure a crew of men willing to sail to the ends of the earth?
Certainly he had to be a visionary who could convey his dream with conviction, raising support for high-risk undertakings where the winnings are all or nothing. By today’s standards we need to coach others in order to build and maintain morale regardless of the outlook. He would need to pursue his goal without looking back; willing to risk the certain past for an uncertain future. We would be willing to burn any bridge that gets in the way… till death do us part. (posted 6/6/09)
Hi, My name is Cyborg. You may call me Cy for short. I, like you, appear to be a typical carbon based life form. My electrochemical CPU comprises 20% of my total energy output. As I say, like you, we appear to be quite similar. However, I am a digital native. Digispeak is my native tongue. I understand best when your tweets are 140 characters or less and your SMSs are 160 characters or less. And don’t bore me with your linear lectures thinking you are making things clear to me. I need lots of variables thrown at me at one time; visual, verbal, tactile, you name it. Just please, please make your output relevant to my multidimensional world where I exist as real as well as avatar. My identity is manifold and your addressing me according to your small-minded, preconceived notions of who and what I am annoy me to the uttermost. When you do this, I may look like I’m listening but really I have tuned you out long ago; not by volition so much as just because my brain doesn’t connect to that type of input. It’s like my brain is a British electrical socket and your method of reaching me is an American plug. Did I mention disconnect?
I know, I know. You’re gonna tell me it’s always been that way. The generation gap and all. But hey, your generation experienced Future Shock. You freaked out when you saw advances coming at you faster than you could assimilate them. My generation has never known anything BUT high velocity advancements hitting us faster than we can learn. We get it. Adapt. That’s our modus operandi. We adapt. We learn and then throw it away as fast as it gets replaced by the next new thing. Your precious memories are your treasure. Our fantasies are our treasure. Stop living in the past, in your stale knowledge-base, and smell the future! Your fear of the future (for our safety) doesn’t help. We haven’t a clue but we know we can adapt. You don’t have a clue and you keep acting like you know what we need to learn. Face it. We’re all explorers in a brave new world. Let’s forge ahead together!
2. What are your “secret” strategies to work with digital students?
Since today’s educators are being called upon to lead an uncertain generation into an unknown future, it behooves them to bear the qualities of an Explorer. Imagine when Columbus set sail from Spain near the end of the 15th century in search of a New World. What did he do to gain support of the King and Queen? What kind of leader was he to secure a crew of men willing to sail to the ends of the earth?
Certainly he had to be a visionary who could convey his dream with conviction, raising support for high-risk undertakings where the winnings are all or nothing. By today’s standards we need to coach others in order to build and maintain morale regardless of the outlook. He would need to pursue his goal without looking back; willing to risk the certain past for an uncertain future. We would be willing to burn any bridge that gets in the way… till death do us part. (posted 6/6/09)
The Internet is the Wormhole to the Metaverse
I am surprised that so much typical rhetoric was presented in graduation speeches around the country. With so many upheavals surrounding us on many fronts, it would appear some paradigm shifts are required to deliver us from the status quo.
One school superintendent exhorted students to pursue what they love; what they are passionate about. If this is the goal, why is the means so dreadfully presented? If I were a student, I would ask that superintendent, “If the goal of my education is that I would pursue what I love, why did you make me endure what I dread?”
One state senator remarked that “Education is key.” This is too cliche; too predictable. There is more than one lock to our future. Education may be a key but there are other keys as well, attitude being a big one.
The senator went on to say, “Knowledge is power.” Well, again, if I were a student I would conclude that government leaders around the world must be ignorant based on the current economic fiasco taking place. Therefore, why should I take seriously what this senator says? He’s spouting predictable rhetoric.
Knowledge may be power but so was the steam engine. But if the world still operated on steam engines alone, our powerful existence would be living in a past century. Where are the visionaries for the future? Why tell graduates the same old thing we’ve told them for decades? Follow your dreams, do what you love, get along. The world is filled with turmoil, wars, and crises!
Perhaps we should be telling graduates the truth. We don’t know. We haven’t figured it out. We’ve done what we could but it’s up to them to forge the future. The future is counting on them. The tools we’ve used and with which we’ve equipped them are only principles. They will need new tools and new methods. We haven’t a clue. Passion is for lovers. Desperation is for survivors. Be desperate! Be real. (posted 6/1/09)
One school superintendent exhorted students to pursue what they love; what they are passionate about. If this is the goal, why is the means so dreadfully presented? If I were a student, I would ask that superintendent, “If the goal of my education is that I would pursue what I love, why did you make me endure what I dread?”
One state senator remarked that “Education is key.” This is too cliche; too predictable. There is more than one lock to our future. Education may be a key but there are other keys as well, attitude being a big one.
The senator went on to say, “Knowledge is power.” Well, again, if I were a student I would conclude that government leaders around the world must be ignorant based on the current economic fiasco taking place. Therefore, why should I take seriously what this senator says? He’s spouting predictable rhetoric.
Knowledge may be power but so was the steam engine. But if the world still operated on steam engines alone, our powerful existence would be living in a past century. Where are the visionaries for the future? Why tell graduates the same old thing we’ve told them for decades? Follow your dreams, do what you love, get along. The world is filled with turmoil, wars, and crises!
Perhaps we should be telling graduates the truth. We don’t know. We haven’t figured it out. We’ve done what we could but it’s up to them to forge the future. The future is counting on them. The tools we’ve used and with which we’ve equipped them are only principles. They will need new tools and new methods. We haven’t a clue. Passion is for lovers. Desperation is for survivors. Be desperate! Be real. (posted 6/1/09)
The Purpose of Education is Not Work
I'm confused by #1 of the Students Education Proclamation which states: "Our education will be reflective of and relevant to the world of work."
I sure hope there is more to life than mere 'work.' Have we allowed uncontrolled corporate greed to redirect the purpose of education? Do we remember why we educated ourselves prior to industrialization? Do we believe Plato, Pascal, and Galileo educated themselves for 'work?' Is the mind useful only for 'work?' What about art, music, culture? Do we think education's duty is to regurgitate drones for the continual, mundane turning of society's cogs? Wake up students! There's much more to education than 'work.' Education should be relevant to 'life' and life is much more all-encompassing than the time and space to which we've limited ourselves. (posted 5/2/09)
I sure hope there is more to life than mere 'work.' Have we allowed uncontrolled corporate greed to redirect the purpose of education? Do we remember why we educated ourselves prior to industrialization? Do we believe Plato, Pascal, and Galileo educated themselves for 'work?' Is the mind useful only for 'work?' What about art, music, culture? Do we think education's duty is to regurgitate drones for the continual, mundane turning of society's cogs? Wake up students! There's much more to education than 'work.' Education should be relevant to 'life' and life is much more all-encompassing than the time and space to which we've limited ourselves. (posted 5/2/09)
“History is a race between education and catastrophe”
I like this quote from H.G. Wells. Education is that function of society which is nurtured in order to perpetuate the dominant culture. As pressures from inevitable change mount, causing society to face imminent catastrophe, education is typically forced to research a solution that leads to a paradigm shift warding off the catastrophe.
An example was the oil crisis of the early ’70s. Fears of oil shortages induced a national gas rationing program as a temporary remedy to a potentially catastrophic demise of our energy resources. However the pressure caused by this new environmental stressor paved the way for researchers at Universities to discover ways to drill deeper as well as invent the fuel injected engine. These two developments might not have been discovered had there not been the crisis to cause them. And the two combined took us from 25 years of oil reserves remaining to over 150.
And so the race between education and catastrophe continues. Today it is an economic disaster that we confront. What will education research discover this time? Virtual substitutes? Technological solutions to ease the financial burden on local school districts?
While Universities fight the internal wear on aging infrastructure and the external loss of enrollments, we encounter increasing involvement of Universities inside virtual platforms to relieve the stress by offering low cost substitutes for the material losses.
Whether on the track or from the grandstands, enjoy the race! I know I am. (posted 4/10/09)
An example was the oil crisis of the early ’70s. Fears of oil shortages induced a national gas rationing program as a temporary remedy to a potentially catastrophic demise of our energy resources. However the pressure caused by this new environmental stressor paved the way for researchers at Universities to discover ways to drill deeper as well as invent the fuel injected engine. These two developments might not have been discovered had there not been the crisis to cause them. And the two combined took us from 25 years of oil reserves remaining to over 150.
And so the race between education and catastrophe continues. Today it is an economic disaster that we confront. What will education research discover this time? Virtual substitutes? Technological solutions to ease the financial burden on local school districts?
While Universities fight the internal wear on aging infrastructure and the external loss of enrollments, we encounter increasing involvement of Universities inside virtual platforms to relieve the stress by offering low cost substitutes for the material losses.
Whether on the track or from the grandstands, enjoy the race! I know I am. (posted 4/10/09)
Passive Learning is a Brain Drain?
In his 1899 book, The Idea of a University, John Henry Newman warns of the dangers of superficial learning and, reciprocally, argues for the need for learning substantively.
“A man may hear a thousand lectures, and read a thousand volumes, and be at the end of the process very much where he was, as regards knowledge. Something more than merely admitting it in a negative way into the mind is necessary if it is to remain there. It must not be passively received, but actually and actively entered into, embraced, mastered. The mind must go half-way to meet what comes to it from without.”
Like Sir Ken Robinson alluded to in his speech on Ted.com, education often strip-mines the mind rather than furnish it. (posted 4/8/09)
“A man may hear a thousand lectures, and read a thousand volumes, and be at the end of the process very much where he was, as regards knowledge. Something more than merely admitting it in a negative way into the mind is necessary if it is to remain there. It must not be passively received, but actually and actively entered into, embraced, mastered. The mind must go half-way to meet what comes to it from without.”
Like Sir Ken Robinson alluded to in his speech on Ted.com, education often strip-mines the mind rather than furnish it. (posted 4/8/09)
Technology Has No Place...Still
Society is people living in community. In a sense, society is a living, dynamic, and highly interconnected organism. Technology is what people develop in order to improve their community experience (i.e. the wheel, oil lamps, ink wells, steam engines, PDAs, etc.). Such technological developments may be proactive or reactive but either way, they come to exist for the purpose of meeting a community’s perceived needs (i.e. weapons of mass destruction, electronic gaming devices, kitchen appliances, etc.).
Where does education fit into society? Education is the creation of society designed to prepare newcomers to conduct themselves within the local culture and carry it on to future generations. Education furnishes the untrained minds to live within the community; to skillfully utilize and creatively enhance that community’s technologies.
Technology development is the inevitable merging of the electro-mechanical machine with the electro-chemical human. Therefore, Technology does not have a ‘place’ per se because it is not as separate as our ‘boxed’ minds have thought. Neither is it outside the box. On a sub-atomic level, it and we are very nearly the same.
The fact is, the entire material world is made up of 118 chemical elements. Both we and the machines we invent are composites of some variety of these elements. Until we realize the ubiquity of our existence within a closed biosphere, we will remain trapped in our pigeon-holed mindset that organizes everything as separate and ‘other’ and the debates between the pros and cons over technology in education will continue. And human living will remain as an expression of a senseless contradiction insisting on remaining within the confines of less than 10% of our brain’s capabilities.
For at least a decade I have been hoping that our minds would be blown by the technological advances we are witnessing before our eyes. Perhaps some have experienced at least the lighting of the fuse. But honestly, you tell me. Kaboom? (4/4/09)
Where does education fit into society? Education is the creation of society designed to prepare newcomers to conduct themselves within the local culture and carry it on to future generations. Education furnishes the untrained minds to live within the community; to skillfully utilize and creatively enhance that community’s technologies.
Technology development is the inevitable merging of the electro-mechanical machine with the electro-chemical human. Therefore, Technology does not have a ‘place’ per se because it is not as separate as our ‘boxed’ minds have thought. Neither is it outside the box. On a sub-atomic level, it and we are very nearly the same.
The fact is, the entire material world is made up of 118 chemical elements. Both we and the machines we invent are composites of some variety of these elements. Until we realize the ubiquity of our existence within a closed biosphere, we will remain trapped in our pigeon-holed mindset that organizes everything as separate and ‘other’ and the debates between the pros and cons over technology in education will continue. And human living will remain as an expression of a senseless contradiction insisting on remaining within the confines of less than 10% of our brain’s capabilities.
For at least a decade I have been hoping that our minds would be blown by the technological advances we are witnessing before our eyes. Perhaps some have experienced at least the lighting of the fuse. But honestly, you tell me. Kaboom? (4/4/09)
Games in School are Nothing to Toy With
Clearly research supports the conclusion that computer games enhance student engagement. The question remains however whether standards-based learning actually takes place. The outcry for more research is loud and clear: Where is the evidence that curriculum standards are met “more efficiently” using computers versus traditional teaching methods? Note the operative word is “efficiently.”
The economic crisis looming over all of us demands that we validate the efficiency with which we educate. It’s one thing to occupy, engage, and entertain (babysit?) students and it’s quite another to enable learning in the most efficient manner possible.
During the recent boom years, educators have been spoiled while able to jump aboard any and every bandwagon that came along promising to make education more fun and for such a low, low price. So much experimentation has taken place yet test scores remain at the same levels and/or trend rates as before. Therefore the question remains whether the added expense was necessary at all. Present circumstances warrant a revisit to this question and research should focus on determining an answer.
The food force game is a good example of a very entertaining online gaming environment that has a great deal of information to teach . I don’t doubt that students would enjoy it, remain engaged while playing it, and learn from it. And many may falsely assume it is free. Yet though the program is free, the hardware required to run it needs to be up to date and herein lies a common problem across the education landscape. Many schools are laden with antiquated hardware that would not process such a memory and graphics intense gaming environment. Of course there are web-based educational games. But many schools don’t have access to the bandwidth or money to retrofit the infrastructure of existing buildings to generate it.
As a person who enjoys new technologies and has an open mind for and eye upon the future, I believe computer based learning can be perfected and in fact will be. Whether it is at that level now remains to be proven by good research but regardless of the outcome today, I’m certain future advances in processing speeds and bandwidth will allow for the development of learning that will be far more effective than traditional models. (posted 4/3/09)
The economic crisis looming over all of us demands that we validate the efficiency with which we educate. It’s one thing to occupy, engage, and entertain (babysit?) students and it’s quite another to enable learning in the most efficient manner possible.
During the recent boom years, educators have been spoiled while able to jump aboard any and every bandwagon that came along promising to make education more fun and for such a low, low price. So much experimentation has taken place yet test scores remain at the same levels and/or trend rates as before. Therefore the question remains whether the added expense was necessary at all. Present circumstances warrant a revisit to this question and research should focus on determining an answer.
The food force game is a good example of a very entertaining online gaming environment that has a great deal of information to teach . I don’t doubt that students would enjoy it, remain engaged while playing it, and learn from it. And many may falsely assume it is free. Yet though the program is free, the hardware required to run it needs to be up to date and herein lies a common problem across the education landscape. Many schools are laden with antiquated hardware that would not process such a memory and graphics intense gaming environment. Of course there are web-based educational games. But many schools don’t have access to the bandwidth or money to retrofit the infrastructure of existing buildings to generate it.
As a person who enjoys new technologies and has an open mind for and eye upon the future, I believe computer based learning can be perfected and in fact will be. Whether it is at that level now remains to be proven by good research but regardless of the outcome today, I’m certain future advances in processing speeds and bandwidth will allow for the development of learning that will be far more effective than traditional models. (posted 4/3/09)
Black is the New White
While studying environmental sociology during my undergrad coursework, I picked up on a somewhat hidden and almost insidious practice among humankind with regard to environmental policy. Once uncovered, I realized what is needed is not more “policies” per se but rather, complete lifestyle changes based on a new worldview.
Even today, conservation efforts are used by politicians and developers in order to “justify” the wasteful horrors we face daily; not eliminate them. Because we create and set aside protected areas, we seem to feel better about the NONprotected ones; as a bribe of our conscience.
Political green-speak and corporate green-wash are superficial practices aimed at convincing ourselves that we are making a difference by legislating healthier living. What is really needed is a new worldview of who and what we are as dynamic partners in our closed biosphere. And we are not “equal” partners because we alone possess the power to destroy the human ecosystem. Therefore, educating children to see who we are and where we live will save future generations from merely changing wasteful practices to fully engaging enviro-friendly lifestyles.(posted 4/2/09)
Even today, conservation efforts are used by politicians and developers in order to “justify” the wasteful horrors we face daily; not eliminate them. Because we create and set aside protected areas, we seem to feel better about the NONprotected ones; as a bribe of our conscience.
Political green-speak and corporate green-wash are superficial practices aimed at convincing ourselves that we are making a difference by legislating healthier living. What is really needed is a new worldview of who and what we are as dynamic partners in our closed biosphere. And we are not “equal” partners because we alone possess the power to destroy the human ecosystem. Therefore, educating children to see who we are and where we live will save future generations from merely changing wasteful practices to fully engaging enviro-friendly lifestyles.(posted 4/2/09)
The Secret of the Third View
Let me define the third view and then give some examples to illustrate how I discovered it during my advanced studies to become an educator.
Generally, debates are two sided with dialogue arguing the benefits of one side and the detriments of the other. Historically, this thesis versus antithesis has been used to find a synthesis that can be compromisingly agreed upon by both sides. However, paradigm shifts occur when a third view is presented that is neither a synthesis nor compromise among opposing views. Rather, the third view theory I am discovering lifts us out of the quagmire of debate and places us in a whole new universe of possiblities. Here’s what I mean…
The use of new technologies in education has its two sides consisting of opponents and proponents. The technophobes oppose. The technofascists propose. And in between are any number of compromising solutions. And so continues the debate along varying lines of whether or not, how much, when, where, with what age group, etc, etc. But it turns out that the debate has fostered a disconnect with the present generation of students who can’t relate to either side because technology is not something objective to their identity and so is not viewed as a threat. Hence, the third view is that of the culture of uncertainty facing an unknown future where technology is as much a part of their identity as their hand, foot, Avatar, social network, and MP3 device with customized collections. Do you see my point? (If not, you may need to view my other posts re: Cyborg Learning Theory to get the full import).
The technophobes see technology (Avatars, social networks, MP3 devices, etc) as other and therefore fear the unknown. The technofascists see technology as other ALSO! The difference is, one side embraces and the other shuns. But NEITHER is relevant to the culture being educated today and so the debate is meaningless, irrelevant, and a senseless contradiction. Is it any wonder there is a disconnect in schools between the students and the teachers? The third view is the Cyborg (cybernetic organism) view that sees no disparity between technology and identity. Teachers who understand this can connect with their students and lead them into a future unknown yet brimming with excitement and possibilities.
My current research illustrates this secret of the third view clearly. The prevailing debate over the use of technology within the education arena centers on three main components:
These outcries already assume technology is useful for standard’s based learning when in fact, there is little research to support this. The third view is needed to refocus our attention. Rather than spend millions upgrading hardware, incurring huge infrastructure costs, and training teachers, we should spend the money on concentrated research to determine the value if any of new technologies that can aide standard’s based learning.
Thus far the research has proven that new technologies increase engagement, interest, excitement, etc. but no one is showing us whether standard’s based learning is actually taking place more effectively over the traditional approach. And where I would love to support the increased use of technology in the classroom, I believe we are putting the cart before the horse by spending so much time and money on toys without first knowing exactly how we can increase real learning with their use. (posted 3/29/09)
Generally, debates are two sided with dialogue arguing the benefits of one side and the detriments of the other. Historically, this thesis versus antithesis has been used to find a synthesis that can be compromisingly agreed upon by both sides. However, paradigm shifts occur when a third view is presented that is neither a synthesis nor compromise among opposing views. Rather, the third view theory I am discovering lifts us out of the quagmire of debate and places us in a whole new universe of possiblities. Here’s what I mean…
The use of new technologies in education has its two sides consisting of opponents and proponents. The technophobes oppose. The technofascists propose. And in between are any number of compromising solutions. And so continues the debate along varying lines of whether or not, how much, when, where, with what age group, etc, etc. But it turns out that the debate has fostered a disconnect with the present generation of students who can’t relate to either side because technology is not something objective to their identity and so is not viewed as a threat. Hence, the third view is that of the culture of uncertainty facing an unknown future where technology is as much a part of their identity as their hand, foot, Avatar, social network, and MP3 device with customized collections. Do you see my point? (If not, you may need to view my other posts re: Cyborg Learning Theory to get the full import).
The technophobes see technology (Avatars, social networks, MP3 devices, etc) as other and therefore fear the unknown. The technofascists see technology as other ALSO! The difference is, one side embraces and the other shuns. But NEITHER is relevant to the culture being educated today and so the debate is meaningless, irrelevant, and a senseless contradiction. Is it any wonder there is a disconnect in schools between the students and the teachers? The third view is the Cyborg (cybernetic organism) view that sees no disparity between technology and identity. Teachers who understand this can connect with their students and lead them into a future unknown yet brimming with excitement and possibilities.
My current research illustrates this secret of the third view clearly. The prevailing debate over the use of technology within the education arena centers on three main components:
- Hardware (including infrastructure and bandwidth issues)
- Access to technology among those of low socioeconomic status
- Professional development of teachers to use technology in the classroom
These outcries already assume technology is useful for standard’s based learning when in fact, there is little research to support this. The third view is needed to refocus our attention. Rather than spend millions upgrading hardware, incurring huge infrastructure costs, and training teachers, we should spend the money on concentrated research to determine the value if any of new technologies that can aide standard’s based learning.
Thus far the research has proven that new technologies increase engagement, interest, excitement, etc. but no one is showing us whether standard’s based learning is actually taking place more effectively over the traditional approach. And where I would love to support the increased use of technology in the classroom, I believe we are putting the cart before the horse by spending so much time and money on toys without first knowing exactly how we can increase real learning with their use. (posted 3/29/09)
The Matrix is Already Here
1/2 million people are plugged into the medical matrix now (according to news report on NPR today). They are tethered via portable medical devices using cellular phone access to stream data to medical files for emergent use as needed. Could be weight related data or insulin data or blood pressure, heart rate, etc. And the docs anticipate ‘smart’ pills that relay data via microchips while inside the body. The matrix is coming. Get hooked. (posted 3/11/09)
Wake Up and Smell the Techno-Adrenaline!
As I consider the rapid pace of tech innovations to come, and read the frustrations of fellow classmates who live and work in the path of such developments, I learn not only the relevancies with regard to what’s needed but equally the irrelevancies with regard to narrow thinking within society at large.
Every technology has experienced its own ‘acceptance’ curve which begins slowly and accelerates near vertical at the end. Then a paradigm shift in technology pressures new developments to take that former invention to a whole new level (ie. telegraph to telephone to video-conferencing to text messaging, etc). And here’s the rub…
Whenever new technologies appear, the general public decries its necessity and/or frugality based on a linear thought pattern. Yet every instance of such innovations is unveiled in an exponential curve of acceptance and utility. A paradox to be sure but telling no less that humankind still has room for dreamers. Wake up! (posted 3/3/09)
Every technology has experienced its own ‘acceptance’ curve which begins slowly and accelerates near vertical at the end. Then a paradigm shift in technology pressures new developments to take that former invention to a whole new level (ie. telegraph to telephone to video-conferencing to text messaging, etc). And here’s the rub…
Whenever new technologies appear, the general public decries its necessity and/or frugality based on a linear thought pattern. Yet every instance of such innovations is unveiled in an exponential curve of acceptance and utility. A paradox to be sure but telling no less that humankind still has room for dreamers. Wake up! (posted 3/3/09)
Big Difference Between Industrial and Technological Revolutions
What is the future of education in a wireless, gizmo-laden, gadget-rich world? It’s interesting that when machination surged during the industrial revolution, bigger was better. To emulate human strength, machines got bigger and became more powerful. However, the opposite is occurring with the technological revolution. Since brain-power is being emulated, innovations trend smaller.
The future is smaller, more compact, less intrusive, more intuitive, and a heck of a lot more fun. The time for implementation is sooner than we think. We no longer live in a linear world. The increase in speed is exponential. It took 70 years for the Telephone to be adopted world wide. It took 40 years for the internet to be adopted world-wide. Cell phones became widespread in less than 10 years. Fasten your seatbelt. (posted 2/23/09)
The future is smaller, more compact, less intrusive, more intuitive, and a heck of a lot more fun. The time for implementation is sooner than we think. We no longer live in a linear world. The increase in speed is exponential. It took 70 years for the Telephone to be adopted world wide. It took 40 years for the internet to be adopted world-wide. Cell phones became widespread in less than 10 years. Fasten your seatbelt. (posted 2/23/09)
Technology in Education
The challenges for widespread incorporation of telenetworked classrooms remain the same with the top 3 being funding, bandwidth, and hardware.
The future of education is trending toward 3D virtual environments accessed via the Internet and such technology requires funding. However, it may be that the very technology we need reduces other hard costs that would no longer be needed and the net effect may be positive regardless.
Bandwidth is an infrastructure problem which may be resolved by upcoming innovations in Wide Area Networking. Wireless may become accessible like Radio is assessable today or even like XM Radio via Satellite broadcast. Such new innovation will save schools a good deal of structural investment and enable the bandwidth needed for streaming the virtual classroom.
The last major component is hardware and this is particularly challenging for schools with outdated equipment. Even if the bandwidth were adequate, older PCs don’t have the graphics cards needed to drive the visual rendering needed when streaming MUVEs (multi-user virtual environments).
The trend toward MUVEs began at the University level and already includes most major Ivy League schools and more (see http://simteach.com/wiki/index.php?title=Institutions_and_Organizations_in_SL#UNIVERSITIES.2C_COLLEGES_.26_SCHOOLS).
A great example of a complete virtual degree program is offered here: http://v.tstc.edu/ .
Over the past year, I’ve attended virtual classes, workshops, tradeshows, and more in MUVEs and find the experience exhilarating, constructivist, and avant garde. (posted 2/23/09)
The future of education is trending toward 3D virtual environments accessed via the Internet and such technology requires funding. However, it may be that the very technology we need reduces other hard costs that would no longer be needed and the net effect may be positive regardless.
Bandwidth is an infrastructure problem which may be resolved by upcoming innovations in Wide Area Networking. Wireless may become accessible like Radio is assessable today or even like XM Radio via Satellite broadcast. Such new innovation will save schools a good deal of structural investment and enable the bandwidth needed for streaming the virtual classroom.
The last major component is hardware and this is particularly challenging for schools with outdated equipment. Even if the bandwidth were adequate, older PCs don’t have the graphics cards needed to drive the visual rendering needed when streaming MUVEs (multi-user virtual environments).
The trend toward MUVEs began at the University level and already includes most major Ivy League schools and more (see http://simteach.com/wiki/index.php?title=Institutions_and_Organizations_in_SL#UNIVERSITIES.2C_COLLEGES_.26_SCHOOLS).
A great example of a complete virtual degree program is offered here: http://v.tstc.edu/ .
Over the past year, I’ve attended virtual classes, workshops, tradeshows, and more in MUVEs and find the experience exhilarating, constructivist, and avant garde. (posted 2/23/09)
Distance Education Has A Long History
TV has been ‘distance’ teaching our children for years. Hollywood never demanded a commitment nor required any minimal skill level on the part of its audience. My students have the latest new song memorized but don’t know their multiplication tables. Hmm… Disconnect? Relevancy? Interest? Stimulating? What will engage young minds today?? (posted 2/21/09)
Who's Got the Ball?
Hey the Government wants to take over the banking business. Maybe Banking will become as effective and streamlined as education?
All kidding aside, the technology trends are set to recalibrate the entire institution of education as we’ve known it. Wake up and smell the bandwidth, world. It’s no longer a top-down, hierarchical structure but a flat earth network of you’s and me’s. Entrenched institutions can play the Quarterback sneak only so long. Eventually everyone will realize the age-old institutions don’t have the ball any longer. (posted 2/21/09)
All kidding aside, the technology trends are set to recalibrate the entire institution of education as we’ve known it. Wake up and smell the bandwidth, world. It’s no longer a top-down, hierarchical structure but a flat earth network of you’s and me’s. Entrenched institutions can play the Quarterback sneak only so long. Eventually everyone will realize the age-old institutions don’t have the ball any longer. (posted 2/21/09)
Lifelong Learning for Free
Here’s the REAL question… when university lectures and their related domains of knowledge are available for free, what will be the need for College diplomas? Just test someone for their understanding of the knowledge needed for a position and voila!
This is how education as an institution will change. Credits are given for degrees to be obtained which ensures ‘ownership’ and control of education as an institution. Opensource is eliminating the ability of any one enterprise to corner the market so-to-speak.
Same with Open Commons licensing. Not only does it encourage information be made available for free; it precludes the beneficiaries of that information from selling it on the back-end. The big publishers, software developers like IBM, and others are only beginning to see the ramifications and are fighting to gain back control (but it may be too late). And the playing field is leveled once more. (posted 2/21/09)
This is how education as an institution will change. Credits are given for degrees to be obtained which ensures ‘ownership’ and control of education as an institution. Opensource is eliminating the ability of any one enterprise to corner the market so-to-speak.
Same with Open Commons licensing. Not only does it encourage information be made available for free; it precludes the beneficiaries of that information from selling it on the back-end. The big publishers, software developers like IBM, and others are only beginning to see the ramifications and are fighting to gain back control (but it may be too late). And the playing field is leveled once more. (posted 2/21/09)
The Privilege Gap
The present culture of uncertainty is facing an unknown future. They will retire in 2065. None of us knows “what” they need to know so we must teach them “how” to be life-long learners and how to adapt and survive the fast paced continuous changes they will forever face. Therefore, the present dilemma of some being haves and others being have-nots, is not about resolution so much as about utilization to teach the adaptation skills needed. What will change? Do we seriously believe everyone will be equal one day? Preposterous. We may have been created equal but we each face our own obstacles, the overcoming of which strengthens us to be the unique contribution to the whole for which we were and are destined. (posted 2/7/09)
Pedagogical Relativism
A question was asked in my Educational Technology class: Why not use a variety of theories as a basis for teaching?
My response to that is to say that it seems the theories are not compatible with each other. Theories of learning are based on the hypothesis that humans learn best in one way or another. A hundred years ago it was Behaviorism. Then in the early part of the 20th century it was cognitivism. Today it is constructivism.
My experience teaching all grade levels is interesting in that teachers generally agree constructive learning is ideal but many feel pressed to find the necessary time to build such interactive lesson plans and typically resort to traditional approaches such as lecturing (and if things get really out of hand, step back even farther to some behaviorist approach of using consequence or reward to manage the classroom).
What this country really needs is a paradigm shift in our educational philosophy. At this rate will China, India, and Russia engineer the future and Americans merely stock the shelves? (posted 2/7/09)
My response to that is to say that it seems the theories are not compatible with each other. Theories of learning are based on the hypothesis that humans learn best in one way or another. A hundred years ago it was Behaviorism. Then in the early part of the 20th century it was cognitivism. Today it is constructivism.
My experience teaching all grade levels is interesting in that teachers generally agree constructive learning is ideal but many feel pressed to find the necessary time to build such interactive lesson plans and typically resort to traditional approaches such as lecturing (and if things get really out of hand, step back even farther to some behaviorist approach of using consequence or reward to manage the classroom).
What this country really needs is a paradigm shift in our educational philosophy. At this rate will China, India, and Russia engineer the future and Americans merely stock the shelves? (posted 2/7/09)
The Cost of Technology in Education… is it Justifiable?
I’m not convinced that those who oppose the increased use of new technologies in education, do so because they believe students are not increasingly engaged by technology. Rather, it seems they simply want to be convinced the cost is worth the investment; and research supports my conclusion (Selwyn, 2002). A huge challenge to Education as an institution, is justifying the cost of integrating new technologies, since research shows little more than what we already agree upon – that students seem more interested in computers than paper and pencil.
Which costs more?… a calculator or the time required to memorize the formulas in order to solve problems on paper? Time costs more because time is the currency of the 21st century. However, is saving time by using a calculator actually having a debilitating influence on future generations no longer required to learn the formulas in their head?
Or does the new technology allow the time to be spent learning new information, thus advancing the next generation to unprecedented experiences?
This is the dilemma between the two sides who debate whether costs for technologies are justifiable, warranted, etc. Even if we had all the money, would we be producing a better product? (i.e. a better generation to go on after us?).
I often ask my college age children what their cohorts consider to be the most important values to pass on to their own children some day. In other words, what do they value most? The responses are quite telling. “People exploit what they merely have concluded to be of value, but they defend what they love”(Forbes, 2001, p32).
Forbes, P. 2001. The great remembering. San Francisco: The Trust for Public Land. Quoting Berry, W. 2000. Life is a miracle. Washington, D.C: Counterpoint Press.
Selwyn, N. (2002). Learning to love the micro: The discursive construction of ‘educational’ computing in the UK, 1979-89. British Journal of Sociology of Education, 23(3), 427-443.
(posted 2/7/09)
Which costs more?… a calculator or the time required to memorize the formulas in order to solve problems on paper? Time costs more because time is the currency of the 21st century. However, is saving time by using a calculator actually having a debilitating influence on future generations no longer required to learn the formulas in their head?
Or does the new technology allow the time to be spent learning new information, thus advancing the next generation to unprecedented experiences?
This is the dilemma between the two sides who debate whether costs for technologies are justifiable, warranted, etc. Even if we had all the money, would we be producing a better product? (i.e. a better generation to go on after us?).
I often ask my college age children what their cohorts consider to be the most important values to pass on to their own children some day. In other words, what do they value most? The responses are quite telling. “People exploit what they merely have concluded to be of value, but they defend what they love”(Forbes, 2001, p32).
References
Forbes, P. 2001. The great remembering. San Francisco: The Trust for Public Land. Quoting Berry, W. 2000. Life is a miracle. Washington, D.C: Counterpoint Press.
Selwyn, N. (2002). Learning to love the micro: The discursive construction of ‘educational’ computing in the UK, 1979-89. British Journal of Sociology of Education, 23(3), 427-443.
(posted 2/7/09)
Technology Has No Place: Here's Why...
Technology development is the inevitable merging of the electro-mechanical machine with the electro-chemical human. Therefore, Technology does not have a ‘place’ per se because it is not as separate as our ‘boxed’ minds have thought. Nor is it outside the box. On a sub-atomic level, it and we are very nearly the same.
I hope to see our minds blown by getting a real view of what’s just ahead. Wanna foretaste? Enjoy this 20 minute speech at Ted.com (but fasten your seatbelt!)… http://www.ted.com/talks/view/id/38
(posted 1/13/09)
I hope to see our minds blown by getting a real view of what’s just ahead. Wanna foretaste? Enjoy this 20 minute speech at Ted.com (but fasten your seatbelt!)… http://www.ted.com/talks/view/id/38
(posted 1/13/09)
What Makes A Good Explorer?
Since today’s educators are being called upon to lead an uncertain generation into an unknown future, it behooves them to bear the qualities of an Explorer. Imagine when Columbus set sail from Spain near the end of the 15th century in search of a New World. What did he do to gain support of the King and Queen? What kind of leader was he to secure a crew of men willing to sail to the ends of the earth?
Certainly he had to be a visionary who could convey his dream with conviction, raising support for high-risk undertakings where the winnings were all or nothing. By today’s standards we need to coach others in order to build and maintain morale regardless of the outlook. We need to pursue the goal without looking back; willing to risk the certain past for an uncertain future. We would be willing to burn any bridge that gets in the way… till death do us part. (posted 12/13/08)
Certainly he had to be a visionary who could convey his dream with conviction, raising support for high-risk undertakings where the winnings were all or nothing. By today’s standards we need to coach others in order to build and maintain morale regardless of the outlook. We need to pursue the goal without looking back; willing to risk the certain past for an uncertain future. We would be willing to burn any bridge that gets in the way… till death do us part. (posted 12/13/08)
Reinventing the Work Place
The new cyberculture requires more than the expansion of boundaries. After all, you can’t think outside of a box that doesn’t exist. The new world order 3.0 is a boundaryless realm where explorers seek to navigate and adapt. However these new explorers are not interested in staking a claim on some territory. Their ownership surrounds experiences shared among their chosen cohorts. Social networks are not just for keeping up appearances but for sharing experiences as a means to express identity. Location is not physical nor planar, but temporal and experimental.
The new workplace is bottom up; not top down with heavy management. It’s collaborative, adaptive, and the only constant is change. Images are virtual, digital, and as random as the weather. Want a tried and true brand with a recognized logo? Forget it! The old way is untrusted by the new mashup culture that seeks fresh experience above all else. What’s coming is unavoidable. We will all be assimilated. Get ready for the unpredictable. Brace yourself for the uncertain future. That’s what explorers do. They thrive on the prospects of the unknown. They are wired for this.(posted 12/7/08)
The new workplace is bottom up; not top down with heavy management. It’s collaborative, adaptive, and the only constant is change. Images are virtual, digital, and as random as the weather. Want a tried and true brand with a recognized logo? Forget it! The old way is untrusted by the new mashup culture that seeks fresh experience above all else. What’s coming is unavoidable. We will all be assimilated. Get ready for the unpredictable. Brace yourself for the uncertain future. That’s what explorers do. They thrive on the prospects of the unknown. They are wired for this.(posted 12/7/08)
Syncretism or Fragmentation?
“Those who don’t know where they’re going are sure to get there.”
— Anonymous
The American Revolution was a fight for individual rights over group interests, caste systems, and perceived social rank hierarchies. Barely two centuries ago, our American democracy was born in bar-room arguments in Philadelphia and Boston with people challenging each other’s views, priorities and philosophies. What emerged was a critical society where intellectual integrity was a social value and well tempered minds were cultivated across all domains and disciplines. Clearly times have changed. Today we have relegated our intellectual heavy lifting to others, thereby depriving ourselves of the sharp mental muscle from which our society emerged. Flabby bodies are one thing. Flabby minds are another. Have we outsourced our brains to the media, politicians, and so-called educators?
Our knowledge rich information superhighway grants us unprecedented access to information. It also allows us more ways to avoid the information we don’t like. From group-think blogs to chat rooms, we congregate mainly with those with whom we agree. Conservatives increasingly seek ONLY conservative views. Liberals seek only liberal views. And never the twain shall meet. This is an example of how information surplus fragments discourse. What was designed as an educational tool for the mentally acute, has become a crutch for the mentally challenged. Do we want to live in a police state or a critical society? What is the difference?
The extreme opposite of a critical society is a police state. Police states foster social control through indoctrination, intolerance to dissenting ideas, conformity, blind obedience, and hostility toward those deemed non-conformists. Critical societies, on the other hand, foster independent thinking as opposed to mindless, group-think. Critical societies foster healthy debate, doubt and reason, and welcome the presentation of facts from all sides. Questions and doubts are not a threat to the critical mind but rather instead, provide fuel for thought.
Nevertheless, all communication has consequences including non-verbal communication. What we don’t say – and therefore what others don’t hear – may be as consequential as what we do say. Every problem requires a good equation in order to reach a good solution. If educators, politicians, and media sources make certain viewpoints UNACCESSIBLE, such views may be rendered non-existent in the public mind and may no longer be included in the equation. When facts are omitted (or misrepresented) minds become biased and warped and downright prejudiced.
And so continues the debate over culture and education. Such terms as cultural genocide and pedagogy of the oppressed make us shudder. Yet behind the bantering may be little substance upon further research. Our nation’s founders personally experienced much of the oppression they are now accused of inflicting. And time has taught us many valuable lessons concerning the evils of slavery, the extremes of colonial oppression, etc. Nevertheless, the sins of the past should not undermine the values held by our ancestors. That would be to throw the baby out with the bath-water. Yes, the water was dirty. But what holds this nation together goes beyond mere multicultural assent to get along and tolerate one another.
Our constitution supports the highest ideal that individuals have inalienable rights that supersede the rights of special interest groups. Unfortunately we have devolved to a legislating body that kowtows to special interest groups. What is threatened today is not one group more than another. What is at risk today is the individual rights and freedoms for which our nation shed blood. (posted 11/22/08)
— Anonymous
The American Revolution was a fight for individual rights over group interests, caste systems, and perceived social rank hierarchies. Barely two centuries ago, our American democracy was born in bar-room arguments in Philadelphia and Boston with people challenging each other’s views, priorities and philosophies. What emerged was a critical society where intellectual integrity was a social value and well tempered minds were cultivated across all domains and disciplines. Clearly times have changed. Today we have relegated our intellectual heavy lifting to others, thereby depriving ourselves of the sharp mental muscle from which our society emerged. Flabby bodies are one thing. Flabby minds are another. Have we outsourced our brains to the media, politicians, and so-called educators?
Our knowledge rich information superhighway grants us unprecedented access to information. It also allows us more ways to avoid the information we don’t like. From group-think blogs to chat rooms, we congregate mainly with those with whom we agree. Conservatives increasingly seek ONLY conservative views. Liberals seek only liberal views. And never the twain shall meet. This is an example of how information surplus fragments discourse. What was designed as an educational tool for the mentally acute, has become a crutch for the mentally challenged. Do we want to live in a police state or a critical society? What is the difference?
The extreme opposite of a critical society is a police state. Police states foster social control through indoctrination, intolerance to dissenting ideas, conformity, blind obedience, and hostility toward those deemed non-conformists. Critical societies, on the other hand, foster independent thinking as opposed to mindless, group-think. Critical societies foster healthy debate, doubt and reason, and welcome the presentation of facts from all sides. Questions and doubts are not a threat to the critical mind but rather instead, provide fuel for thought.
Nevertheless, all communication has consequences including non-verbal communication. What we don’t say – and therefore what others don’t hear – may be as consequential as what we do say. Every problem requires a good equation in order to reach a good solution. If educators, politicians, and media sources make certain viewpoints UNACCESSIBLE, such views may be rendered non-existent in the public mind and may no longer be included in the equation. When facts are omitted (or misrepresented) minds become biased and warped and downright prejudiced.
And so continues the debate over culture and education. Such terms as cultural genocide and pedagogy of the oppressed make us shudder. Yet behind the bantering may be little substance upon further research. Our nation’s founders personally experienced much of the oppression they are now accused of inflicting. And time has taught us many valuable lessons concerning the evils of slavery, the extremes of colonial oppression, etc. Nevertheless, the sins of the past should not undermine the values held by our ancestors. That would be to throw the baby out with the bath-water. Yes, the water was dirty. But what holds this nation together goes beyond mere multicultural assent to get along and tolerate one another.
Our constitution supports the highest ideal that individuals have inalienable rights that supersede the rights of special interest groups. Unfortunately we have devolved to a legislating body that kowtows to special interest groups. What is threatened today is not one group more than another. What is at risk today is the individual rights and freedoms for which our nation shed blood. (posted 11/22/08)
Everything I Ever Needed to Know, I Learned in...
Everything I ever needed to know I learned in Kindergarten… and it’s no longer relevant!
* Share everything (Needles are a no-no)
* Play fair (Like our Sports Heros always do)
* Warm cookies and cold milk are good for you (Not!)
* Live a balanced life (Impossible)
* Take a nap every afternoon (Time is the currency of the 21st Century)
* Be aware of wonder (It helps in a global financial crisis)
* Goldfish and hamsters die. So do we. (What doesn’t kill you, only delays the inevitable)
* Remember the Dick-and-Jane books and the first word, the biggest word of all – LOOK (On the other hand, ignorance is bliss)
So far I’m learning that what we thought we knew doesn’t seem to work and what we try to teach may not actually be relevant. Therefore, our methods may be good but if the content doesn’t matter, what’s the use?
Consider the global financial crisis. Perhaps you adhere to communist principles of economics. Perhaps you're a capitalist. What does it matter now? Communism proved to be a poor system of economics and today, Capital markets are in a frenzy to stabilize a sinking Titanic.
The common reaction is to point the finger, to blame, to take sides. What if the sides themselves ARE the problem? Perhaps we need a new side, a third side that nullifies and eliminates the opposing sides to which we are accustomed. Something is emerging that is so-far, undefinable. We don’t know it and we try to label it yet it is bigger than all of us. And it is the destiny of our culture of uncertainty. We are on a collision course with an unknown future and we can’t let go of our security blanket called ‘ignorance.’
Ignorance is thinking we already know. The airwaves are filled with experts giving opinions, the value of which, if added together, would equal our clarity concerning why we are here in the first place. Ludicrous. It’s a senseless contradiction at the pinnacle of failure. How silly. (posted 11/2/08)
* Share everything (Needles are a no-no)
* Play fair (Like our Sports Heros always do)
* Warm cookies and cold milk are good for you (Not!)
* Live a balanced life (Impossible)
* Take a nap every afternoon (Time is the currency of the 21st Century)
* Be aware of wonder (It helps in a global financial crisis)
* Goldfish and hamsters die. So do we. (What doesn’t kill you, only delays the inevitable)
* Remember the Dick-and-Jane books and the first word, the biggest word of all – LOOK (On the other hand, ignorance is bliss)
So far I’m learning that what we thought we knew doesn’t seem to work and what we try to teach may not actually be relevant. Therefore, our methods may be good but if the content doesn’t matter, what’s the use?
Consider the global financial crisis. Perhaps you adhere to communist principles of economics. Perhaps you're a capitalist. What does it matter now? Communism proved to be a poor system of economics and today, Capital markets are in a frenzy to stabilize a sinking Titanic.
The common reaction is to point the finger, to blame, to take sides. What if the sides themselves ARE the problem? Perhaps we need a new side, a third side that nullifies and eliminates the opposing sides to which we are accustomed. Something is emerging that is so-far, undefinable. We don’t know it and we try to label it yet it is bigger than all of us. And it is the destiny of our culture of uncertainty. We are on a collision course with an unknown future and we can’t let go of our security blanket called ‘ignorance.’
Ignorance is thinking we already know. The airwaves are filled with experts giving opinions, the value of which, if added together, would equal our clarity concerning why we are here in the first place. Ludicrous. It’s a senseless contradiction at the pinnacle of failure. How silly. (posted 11/2/08)
Historicizing Cultural Struggles Around Education
Historicizing cultural struggles around education focuses on the deculturalizing effect a dominant culture’s education process can have on minority cultures. I find the arguments to be repetitive and often with an editorial flavor hinting at an underlying agenda. Because of my skeptical nature, I hesitate to accept such arguments at face value and look for other possible explanations. I’m not one to follow the crowd unless I am convinced the crowd has a firm basis on which to act. I also look at history with a critical eye, realizing that opposing interpretations generally are designed to serve the motives of the respective opponents rather than offer objective facts for enlightenment. Therefore, topical studies may not change my thinking but do afford new opportunities to evaluate the ‘why’ behind the arguments on both sides.
For example, the arguments surrounding White European dominant culture disenfranchising minority cultures is a reactionary response. Its appearance is fairly recent in the past century but it is not new to human relations throughout history. Two thousand years ago, Socrates expressed concern over the generation gap. Yet modern Psychologists trace it to the industrialization of America and explain its fruition in the ‘40s with the advent of the teeny boppers. Another example is seen in the field of vocational guidance whose roots can be traced back to 5th century B.C. China. Follow the trends and changes throughout the centuries and even with all the new theories presented in the 20th century, you will eventually come full circle to arrive at the 5th century origins. My point is, there’s nothing new under the Sun. Forget the box. We need to think outside of it. (posted 11/2/08)
For example, the arguments surrounding White European dominant culture disenfranchising minority cultures is a reactionary response. Its appearance is fairly recent in the past century but it is not new to human relations throughout history. Two thousand years ago, Socrates expressed concern over the generation gap. Yet modern Psychologists trace it to the industrialization of America and explain its fruition in the ‘40s with the advent of the teeny boppers. Another example is seen in the field of vocational guidance whose roots can be traced back to 5th century B.C. China. Follow the trends and changes throughout the centuries and even with all the new theories presented in the 20th century, you will eventually come full circle to arrive at the 5th century origins. My point is, there’s nothing new under the Sun. Forget the box. We need to think outside of it. (posted 11/2/08)
Learning for an Unknown Future
OK, I borrowed the title for Dr. Bowden, an Australian University Professor, but the truth of this statement has never been more obvious in light of recent global events. We’ve known for sometime that unexpected events can happen suddenly (remember the Berlin Wall?). But our students today are being asked to study for a degree in a field that may be irrelevant by the time they graduate! Consider these assertions based on indirect research from Dr. Bowden’s team at Swinburne University of Technology:
The present generation of youth is living with blurred boundaries in a mash-up culture of uncertainty. Identity is an abstraction. Virtual is as relevant as physical. The only thing irrelevant is our insistence on clear-cut boundaries. And herein lies the problem. It may be true that schooling influenced society in the past. But the old-fashioned ways that fit neatly in a box are no longer relevant to the postmodern (even post-human) ways today. Society is trying to influence schooling but the resistance of the old hierarchical structures of this Goliath are not yielding easily. It will require a David with five smooth river rocks to slay this giant. But who has the courage? (posted 10/18/08)
Reference: Bowden, John (2007), Learning for an Unknown Future, downloaded from iTunesU in October, 2008.
- Many graduates will never be employed directly in their major field of study.
- Most graduates won’t be working directly in their major filed of study within 5-10 years (e.g. move to management roles).
- Few current projessional practices will last 10 years unchanged.
- Graduates are often recruited for their potential to adapt to emerging situations rather than for the specific range of advanced content they have learned.
Reference: Bowden, John (2007), Learning for an Unknown Future, downloaded from iTunesU in October, 2008.
Wanted: 21st Century Skills
Do you see the challenge looming on the horizon? It’s not just the students who need to keep in step with 21st century technology developments. The teachers also need to harness the technology. However, reluctance describes the general reaction on the part of teachers (and lack of funds on the part of schools and districts). Ouch!
What can be done to alleviate the symptoms of remaining in the dark ages of print media and overhead projectors and propel us toward the fiber-optic light before us? I’m grateful for the challenge, frustrating as it can be at times. What makes matters more difficult in Title I schools is the lack of technology available to families of students when not in school.
The students are so excited for computer lab time. It’s their only contact with a new century. More must be done to accomodate this need. But how? How?…. (posted 9/20/08)
What can be done to alleviate the symptoms of remaining in the dark ages of print media and overhead projectors and propel us toward the fiber-optic light before us? I’m grateful for the challenge, frustrating as it can be at times. What makes matters more difficult in Title I schools is the lack of technology available to families of students when not in school.
The students are so excited for computer lab time. It’s their only contact with a new century. More must be done to accomodate this need. But how? How?…. (posted 9/20/08)
What is Culture?
It may be that some consider culture to be for the elite. However, culture exists at every level of society. There is Human culture which we all share. This breaks down to sub-cultures and underground cultures and on and on. Without culture, we don’t know how to identify ourselves. On a superficial level, culture may be expressed by how we talk, dress, our activities, etc. On a deeper level, culture may be found in our beliefs, attitudes, norms, and mores.
Consider when someone meets you for the first time. What do we say about ourselves? Generally we define our culture in order to give that person a roadmap to our identity. In other words, our culture is what our Soul wears to identify itself. People naturally feel most at home within the culture worn by their Souls. Culture is the comfortable “slipper” worn by the Self.
That being said, Web 2.0 presents social networking as the 21st century’s new culture (identity) clarification tool. We join groups and forums and chats and the like in order to either identify our insecure self, or impose our strong self on others.
The insecure Self uses culture as an excuse for matters of conflict such as war. The strong Self uses culture as a pretense for enslavement of others deemed less ‘cultured.’ Either way, mankind needs to be delivered from the superficialities of the cultural identity crisis and discover the real meaning of human existence.(posted 9/20/08)
Consider when someone meets you for the first time. What do we say about ourselves? Generally we define our culture in order to give that person a roadmap to our identity. In other words, our culture is what our Soul wears to identify itself. People naturally feel most at home within the culture worn by their Souls. Culture is the comfortable “slipper” worn by the Self.
That being said, Web 2.0 presents social networking as the 21st century’s new culture (identity) clarification tool. We join groups and forums and chats and the like in order to either identify our insecure self, or impose our strong self on others.
The insecure Self uses culture as an excuse for matters of conflict such as war. The strong Self uses culture as a pretense for enslavement of others deemed less ‘cultured.’ Either way, mankind needs to be delivered from the superficialities of the cultural identity crisis and discover the real meaning of human existence.(posted 9/20/08)
If the Body is Culture, the Mind is Education
Considering the human body as a miniature of a society, we could say the body comprises the culture and the mind takes care of the education of that culture. The body is the expression of the person within. The body ‘translates’ the person’s cultural attitudes, beliefs, and norms to the material world. The mind uses the information gathered by the senses to synthesize its core values and to ‘educate’ the body for it’s preservation according to said attitudes, beliefs, and norms. This is the relationship between education and culture.
Therefore, if the person of the body is in a jungle and needing to survive day by day, the person’s mind uses gathered information to educate for survival. If on the other hand, the person is on Wall street negotiating the buying and selling of stocks, the person’s mind uses that information to educate accordingly. If we scale this example to the macro level of a society, the analogy remains true as our own history of education proves.
When America was a newly forming democracy, education for survival consisted of transmitting those practices and beliefs that would ensure freedom from monarchical tyranny on the global scale as well as best farming practices for persevering in the new world environment. Such education included Indian tribal relations, adequate housing construction, land clearing, hunting technique development, etc.
Therefore, the sociology of education focused on those formal and informal interactions that shaped our pilgrim ancestors. To remove education from culture is to leave that society in a vegetative state with no real expression. Likewise, to believe the mind will educate contrary to environmental needs for survival is unreasonable. Seeming contradictions are always present as the person strives to reconcile sensory perceptions for survival. Sometimes, we do more than survive; we thrive. (posted 9/19/08)
Therefore, if the person of the body is in a jungle and needing to survive day by day, the person’s mind uses gathered information to educate for survival. If on the other hand, the person is on Wall street negotiating the buying and selling of stocks, the person’s mind uses that information to educate accordingly. If we scale this example to the macro level of a society, the analogy remains true as our own history of education proves.
When America was a newly forming democracy, education for survival consisted of transmitting those practices and beliefs that would ensure freedom from monarchical tyranny on the global scale as well as best farming practices for persevering in the new world environment. Such education included Indian tribal relations, adequate housing construction, land clearing, hunting technique development, etc.
Therefore, the sociology of education focused on those formal and informal interactions that shaped our pilgrim ancestors. To remove education from culture is to leave that society in a vegetative state with no real expression. Likewise, to believe the mind will educate contrary to environmental needs for survival is unreasonable. Seeming contradictions are always present as the person strives to reconcile sensory perceptions for survival. Sometimes, we do more than survive; we thrive. (posted 9/19/08)
Educational Technology: A Tool, not a Substitute
After my first week in a new public school position, I encountered another senseless contradiction.
Imagine asking your grandmother to remove your car’s transmission and move it to the attic (yes, I’m stealing this line from an old Steve Martin comedy routine which I’m sure is dating me). Now imagine asking school teachers to instruct 30 students, keeping them on task and in cadence with one another so all learn what is needed in order to pass to the next grade level at year’s end (Only it’s not just YOU requiring this of the teachers). Administrators also have their demands that students pass various tests in order to validate the schools existence and value.
Add to this equation the politicians legislating teacher activities to such an extent that they no longer have time to help promising young learners but rather have to make certain no disenfranchised child is left behind thereby dumbing down the classroom experience for all to meet the lowest common denominator. Finally, multiply these demands by the struggling-to-survive media’s negative headlines written to gain reader attention in light of ever increasing competition. It’s ugly. It’s senseless. And it’s self contradictory.
I’m excited to see a new generation of classroom instructors who can facilitate critical thinking but who can even MORE foster a new morale among our youth that motivates them to value learning. The paradigm shift from career focused learning to lifelong learning is in our midst and the status quo will never meet the need. God have mercy. If we don’t find the way, we will lose a generation to technology-as-a-substitute rather than as a tool.
One such tool emerging from our Web 2.0 world is the blog; short for ‘web log’ (not “big load of gossip” as assumed by some). Blogging is the most useful way to have students journal and let teachers know what’s up with their class. The present generation is accustomed to text messaging and sending pics and audio files and these can be sent from cell phones direct to blogs. Google’s “Blogger” service offers a quick link so cell phone users can take a photo or video, record an audio clip or write a note and text it directly to their blog. What a great way to engage a class and get everyone collaborating. Of course not everyone has a cell phone that is equipped accordingly but the times are changing and it behooves us to prepare. (posted 9/7/08)
Imagine asking your grandmother to remove your car’s transmission and move it to the attic (yes, I’m stealing this line from an old Steve Martin comedy routine which I’m sure is dating me). Now imagine asking school teachers to instruct 30 students, keeping them on task and in cadence with one another so all learn what is needed in order to pass to the next grade level at year’s end (Only it’s not just YOU requiring this of the teachers). Administrators also have their demands that students pass various tests in order to validate the schools existence and value.
Add to this equation the politicians legislating teacher activities to such an extent that they no longer have time to help promising young learners but rather have to make certain no disenfranchised child is left behind thereby dumbing down the classroom experience for all to meet the lowest common denominator. Finally, multiply these demands by the struggling-to-survive media’s negative headlines written to gain reader attention in light of ever increasing competition. It’s ugly. It’s senseless. And it’s self contradictory.
I’m excited to see a new generation of classroom instructors who can facilitate critical thinking but who can even MORE foster a new morale among our youth that motivates them to value learning. The paradigm shift from career focused learning to lifelong learning is in our midst and the status quo will never meet the need. God have mercy. If we don’t find the way, we will lose a generation to technology-as-a-substitute rather than as a tool.
One such tool emerging from our Web 2.0 world is the blog; short for ‘web log’ (not “big load of gossip” as assumed by some). Blogging is the most useful way to have students journal and let teachers know what’s up with their class. The present generation is accustomed to text messaging and sending pics and audio files and these can be sent from cell phones direct to blogs. Google’s “Blogger” service offers a quick link so cell phone users can take a photo or video, record an audio clip or write a note and text it directly to their blog. What a great way to engage a class and get everyone collaborating. Of course not everyone has a cell phone that is equipped accordingly but the times are changing and it behooves us to prepare. (posted 9/7/08)
The Human Race? or Dead Stop?
Eventually, your participation in the human race will come to a dead stop. Are you excited for that moment??
The general reaction to the question of slowing down appears skewed. It may be that we are flawed in our understanding of what ‘slowing down’ means and entails. Slowing down may not refer to speed as much as it does to focus. We may be stressed more when out thoughts are scattered because we feel the burden is more than we can bear. However, if not pressed, we will not grow and our shoulders will not be broadened to bear bigger loads of responsibility.
It is likewise incorrect to equate competition with the promotion of evil. Competition is a mechanism that exists in nature. This can be observed on a microscopic level within the human body. If competition reveals deceit and dishonesty in a person, such deceit and dishonesty was not ‘created’ by the competition but simply unveiled by it. Our character is made manifest in so many situations; competition being one of them (Others include praise, pressure, grief, promotion, etc.).
School Grading
If we don’t care about grades, then we don’t need the USDA to inspect Beef and rank it. We should be happy to eat whatever. And we don’t care what brain surgeon operates on our children since any old med student will suffice (Perhaps they were just socially inclined during med school and didn’t pay that much attention to details. We shouldn’t judge them for being who they are). No, rank is critical if baseline standards are to be maintained and improvement is the goal.
If a society of mediocrity is what we want, then we need not grade. Doesn’t grading cause stress? Of course. Examination is needed to scrutinize the quality of something. School exams determine whether or not the information is getting into our understanding faculties. If it is not, the problem may be on either of two sides, supply or demand; the teacher or the student.
Consider, as an example, our digestive system. Our body tests and scrutinizes every molecule of food that comes into our personal biosphere. Aren’t you glad it is not random; checking only every 10th molecule? If you have had food poisoning, you are glad for this excruciatingly exact biological system. If it were general rather than specific, we could create no medicines. It is the exactness of natural laws that have become the model for societal norms. ‘Garbage in, garbage out’ is not a human invention. It is a natural law that works on many levels.
Every culture values what it considers to be its ideal state of existence. However, what is ideal may not be realistic or practical depending on many factors. Are humans happiest when doing nothing or when they have achieved something? Psychologists tell us we are most satisfied with accomplishment. There are many well-rested individuals who suffer depression. The experience of slowing down in this lesson is so we can take a deep breath and re-evaluate what we really value and determine if we are on the best course or not. Eventually, everyone will slow to a dead stop. (posted 4/29/08)
The general reaction to the question of slowing down appears skewed. It may be that we are flawed in our understanding of what ‘slowing down’ means and entails. Slowing down may not refer to speed as much as it does to focus. We may be stressed more when out thoughts are scattered because we feel the burden is more than we can bear. However, if not pressed, we will not grow and our shoulders will not be broadened to bear bigger loads of responsibility.
It is likewise incorrect to equate competition with the promotion of evil. Competition is a mechanism that exists in nature. This can be observed on a microscopic level within the human body. If competition reveals deceit and dishonesty in a person, such deceit and dishonesty was not ‘created’ by the competition but simply unveiled by it. Our character is made manifest in so many situations; competition being one of them (Others include praise, pressure, grief, promotion, etc.).
School Grading
If we don’t care about grades, then we don’t need the USDA to inspect Beef and rank it. We should be happy to eat whatever. And we don’t care what brain surgeon operates on our children since any old med student will suffice (Perhaps they were just socially inclined during med school and didn’t pay that much attention to details. We shouldn’t judge them for being who they are). No, rank is critical if baseline standards are to be maintained and improvement is the goal.
If a society of mediocrity is what we want, then we need not grade. Doesn’t grading cause stress? Of course. Examination is needed to scrutinize the quality of something. School exams determine whether or not the information is getting into our understanding faculties. If it is not, the problem may be on either of two sides, supply or demand; the teacher or the student.
Consider, as an example, our digestive system. Our body tests and scrutinizes every molecule of food that comes into our personal biosphere. Aren’t you glad it is not random; checking only every 10th molecule? If you have had food poisoning, you are glad for this excruciatingly exact biological system. If it were general rather than specific, we could create no medicines. It is the exactness of natural laws that have become the model for societal norms. ‘Garbage in, garbage out’ is not a human invention. It is a natural law that works on many levels.
Every culture values what it considers to be its ideal state of existence. However, what is ideal may not be realistic or practical depending on many factors. Are humans happiest when doing nothing or when they have achieved something? Psychologists tell us we are most satisfied with accomplishment. There are many well-rested individuals who suffer depression. The experience of slowing down in this lesson is so we can take a deep breath and re-evaluate what we really value and determine if we are on the best course or not. Eventually, everyone will slow to a dead stop. (posted 4/29/08)
Class(room) Warfare: One Teacher's Dream of the Future of Education
This blog contains a series of contemplations spanning three years during which I was engaged in research about the field of educational, both public and private; both domestic and abroad. It is my hope these mostly brief observations will serve as ammunition to break down old-think barriers and catapult us into increasingly efficient educational system with which we will inevitably collide. Both the suspense and the pain of ignorance are killing us.
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