Engagement does NOT Ensure Learning
Just because students may appear "engaged" does not mean genuine learning is taking place. Gaining attention and building capacity for understanding and capability for application, are not the same process.
Certainly it helps in the classroom when students are engaged. However, engagement alone may merely inform. Genuine learning occurs when skill sets and/or real capability is enhanced.
This is why so many educational games are just that; games. They engage and entertain but do they "teach?" Remembering facts is helpful but understanding how to apply facts via extrapolation, is the higher order thinking goal.
Knowing history and understanding history are as different as knowing what certain foods taste like versus understanding how to prepare them and in fact, possessing the skill to do so.
Media fights for attention. Engagement is the goal from every direction. But there is a difference between informing and educating. Informing is a tool that facilitates the reduction of uncertainty. Education increases capability. The value-added increase of capability is achieved by blending practice with feedback that is tied to targeted outcomes.
Too much education is merely informational albeit engaging. Many in education contend rightly that technology as a tool is more engaging than traditional pedagogical practices. However, technology must be used to teach by integrating curriculum, incorporating feedback loops, and result in evaluative outcomes already agreed upon.
The bottom line is, it's easy to engage. The challenge is to teach. Skilled educators know not only how to engage, but how to "educe" real learning from their students.
Faculty that are equipped with the pedagogical skills will then understand how to apply emerging technologies in a way that supports and streamlines old practices. Educational technologists are needed as liaisons on campuses in order to facilitate this integration. (posted 2/3/10)
Educators all a-Twitter Over Emerging Platform Game-changer
Twitter is a web-based application interface that allows users to feed the data stream with their own generated input. Because the Twitter data stream is so large now (75 million accounts by end of 2009, 25 billion tweets in 2010), there are plenty of useful ways to navigate that data.
Clearly the Twitter interface can be used to add your own input for any of the following reasons:
- To simply participate in the new phenomenon of tweeting
- To communicate with your followers or group
- To communicate with the World-at-large
- To archive your online and/or offline activities
- For branding a product or service
- Because it's required by a school assignment
SocialOomph.com, Tweetlater.com, others like them, offer the ability to time-delay tweet postings as well as automate replies to new followers, etc. Apps likeGrouptweet.com and Present.ly enable the formation of private groups for both input and output benefits.
These multiple input apps are attempting to simplify the needs of active Internet users. Is it a sustainable model? Time will tell but for now, it's necessary as the crowd filters out the superfluous and drills down to the preferred mechanisms for communication.
However, an important alternative to merely adding to the data stream (input) is the myriad of ways people are using Twitter to monitor the output. There are many ways tolisten to the data Twitter is streaming. Reasons to listen include:
- Simply to watch the stream as it flows by
- To stay informed
- To monitor trends
- To mine data as its own resource
Trendsmap.com allows location-based, real-time monitoring of what's being tweeted in specific places. Take a look at the homepage and see what you can determine just from the U.S. map in general. Could be a useful tool in the classroom to teach critical thinking skills such as higher order extrapolation. Twazzup.com uniquely allows the viewing of real-time tweets according to specific keywords and displays them in a nice page that includes photos, news, and the most popular links related to that keyword. Here's an example using Haiti.
Both TweedGrid and Monitter allow users to create dashboards of keyword-specific twitter feeds that update in real-time. There is an ever-increasing host of apps that are seeking new ways to mashup the Twitter data stream and output in some unique fashion. With Geo-location api's added to the mix, forthcoming apps should prove to be quite interesting to say the least.
Augmenting our daily routine, whether personal, social, academic or business, is the new reality we all face. Fresh views of what's going on around us in real-time, is sure to open our eyes to mundane experiences we've been taking for granted. What cool, new twitter apps have you been using to augment your real-time learning? (posted 2/9/10)
Apple's Contribution is More than Content and Devices
I read another blogger today saying the Apple's tablet is not as important as the content and then going on about the new media subscription platforms that may appear with the iTablet to be announced tomorrow. However, I believe Apple's intrinsic contribution of value is beyond even their innovative approach to content delivery.
Apple's real contribution to the world of technology is their streamlining of how we interact with devices and information content. Rather than focus on a solution itself, Apple looks for answers to the most natural way we want to resolve challenges using technology. Hence, their intuitive mashup APIs and the innovative use of gestures on screens, touch-pads, and mice.
Contrast the development trends between the Industrial Age of the 19th and early part of the 20th Centuries, and the Information Age of today. With industry, electro-mechanical power was related to mass (size). More power required bigger machines. However, with technology, the speed of bits traveling on a microprocessor is enhanced by reducing the size of the chip and thereby reducing the distance traveled. This is a simple illustration, clearly, and certainly there are exceptions but I speak in general, panoramic terms.
Technological innovation trends are tending toward ubiquitous delivery and merging with our identity to the extent that human and technological are no longer separate. This paradigm has long been researched with recent discoveries unveiling the cyborg generation's understanding that even our physical body is a a prosthesis we have learned to manipulate.
Therefore, it should come as no surprise that nano-technology developments are seeking ways to "invade" our physical prosthesis (body, brain, etc.) to merge the electro-chemical with our electro-mechanical devices.
Body snatchers or body enhancers?
The fear of loss of privacy and the taking over of our minds by some unscrupulous person/s is certainly a peril about which to be concerned. However, the medical needs that often drive innovation, offer promise to millions who lack the mobility and subsequent lifestyle choices of the masses.
Our responsibility is great and should not be underestimated. But fear of the future should not preclude our invention of a better future. We are creatures of hope, not victims of fear. If allowed to carry out their course, cynical minds stifle and dumb down the masses to an ultimate police state existence. Critical minds create. Either may be sustainable, but which option advances human inter-contributory dependence which is what builds community? (posted 2/9/10)
Tablets Transforming Education, Teaching, and Learning
Why will the highly anticipated Apple tablet – suspected to be called iSlate – transform the brick and mortar classroom as well as the way teachers interact with students? Will learning be affected? Will learning improve? Will the improvement be worth the investment of time and money required to adopt and adapt to the new technologies with which we will shortly collide?
Those who resist the forthcoming changes will find it difficult to adapt and adopt. Those who embrace the changes will discover new opportunities to engage and learn both individually and collaboratively. Society always merges with its adopted technologies. The coming innovations are reflective of our desire to connect to others more deeply. The social web has demonstrated this phenomenon. It should come as no surprise really.
The way we connect is visually via gestures and verbally via voice and text. Therefore our innovations should enable and empower these modes of communication and connection. Furthermore, our minds store, organize, archive, reflect, and recall images and sounds and we our technologies should extend such practices. The iPhone transformed the way we interact with external devices. The 100,000 plus crowd-sourced applications extend our own physical presence into the Cloud wherein we can now share and comment beyond the previously limiting space-time restrictions.
The more natural our interaction with devices that grant us access to information, the better our chances of deep learning. The past couple of decades, we have struggled with shallow learning when it comes to technology in the classroom. What I mean to say is, we taught interim skills like keyboarding because that skill allowed us to interact with the information storage device.
Now, as devices become more naturally innate to human gesture and experience, we will be able to return to learning the deeper skill set of critical thinking. Learning how to learn will not require preemptive and intermediary exercises in hardware and software interaction. Rather, information will be directly accessible to all in a more assimilable form. Teachers will be able to focus on the curriculum to be taught and students will be able to focus on the knowledge to be gained.
However, as I noted at the beginning, will this change be resisted or embraced by educators and the educational institution? Personally, I don't believe the institution has a choice. But if it resists, the cost in time and money will be felt by increasingly strained budgets. There's a real opportunity for schools to save both and improve learning exponentially. Embracing the change is a win-win for all. (posted 1/22/10)
Tech-savvy Professionals Needed
The Legal Profession has witnessed a change much like the Automobile industry. The invention of the Automobile permitted only three color choices according to Henry Ford; black, black, or black. Today, Auto manufacturers compete among a myriad of choices available to consumers. Law practice has likewise changed, according to the recent 2009 ABA Summit held in Scottsdale, AZ. Competition for choice has arrived and Lawyers must become nimble navigators of change.
In the techno-rich world in which we live, speed trumps size. The "billable hour ponzi scheme" (ABA Summit, 2009) is toppling. To gain and maintain a big and fast competitive edge requires technology investment. Because the consumer controls the marketplace today, technology is needed to stay abreast of data. Simulation and interactivity are the norms, not the exceptions.
The main skills needed are retrieving information and making sense of data. These skills are taught by doing. According to findings reported at the ABA Summit, "the legal profession has done least well in creating a framework in which to store and retrieve data and make sense of it critically."
Young lawyers training today have grown up in a world where information is ephemeral. They do not care about information that will be outdated tomorrow. They live in a just-in-time world and want to know simply HOW TO FIND WHAT IS NEEDED WHEN IT IS NEEDED. They want to know HOW TO FIND IT WHEN THEY NEED IT. And even though they are viewed as "natives" to technology, we shouldn't assume they understand it.
For these reasons, professionals must possess a personal learning environment (PLE) that is strategically networked to an intellectual community of scholarship. Such environments become the resource for timely updates and support. Such environments are the leveraged edge upon the fulcrum of our Inter-networked world.
However, even the creation of PLEs is not the end-all solution to the problem. The difference between informing and educating is that informing is a tool that facilitates the reduction of uncertainty. But educating produces an increase in capability. The value-added increase of capability occurs when we blend practice with feedback which is tied to the outcome we want to achieve. Our use of technology should increase the value of our specialization as well as our skill set/s.
One example of a skill set deficit, according to the ABA, concerns how visual presentation tools are neither used enough nor employed effectively. "eDiscovery will become the most important stuff lawyers do," according to the ABA's assessment. The best way to achieve the needed skill set is via systematic, simulation-based CLE (the Med School model).
If we want to teach competence, we must combine knowledge of case-law with skill development (which includes technology use). What does a competent lawyer look like? Certainly they are skilled in the use of technology. Such skill is the baseline, not the target. Clients demand tech-savvy representation and firms must supply that demand. (posted 1/19/10)
The Solution IS the Problem
The tensions resonating within the educational system remind me of so many "professionals" who opined their varied diagnoses and prescriptions yet without a hint of resolution in sight. Why?
What's worse is that a cursory overview shows nearly all the experts agree on the current state of affairs and the necessary goal we should have in view. But finding a solution to target is the challenge. In other words, the solution is the problem.
Three points summarize the deluge of data streaming the blogosphere:
The solution should be self-evident. What is needed is Professional development of teachers that is focused on creating impactful, intellectual communities that will grow and emerge with the unknown future innovations as they develop.
The old static, boxed in knowledge-bases become irrelevant too fast to use any longer as our structural paradigm for instructional design. The desperately needed changes are slow coming because the old top-heavy, hierarchical institution is resistant to change and would rather remain in its entrenched state, feeding on the public dole.
Professional development is key. Timing is of the essence. Change IS inevitable. The only question is, who is willing to embrace the solution? (posted 1/4/10)
What's worse is that a cursory overview shows nearly all the experts agree on the current state of affairs and the necessary goal we should have in view. But finding a solution to target is the challenge. In other words, the solution is the problem.
Three points summarize the deluge of data streaming the blogosphere:
- All are interested in education.
- The future is unpredictable.
- Kids have an extraordinary capacity for innovation.
The solution should be self-evident. What is needed is Professional development of teachers that is focused on creating impactful, intellectual communities that will grow and emerge with the unknown future innovations as they develop.
The old static, boxed in knowledge-bases become irrelevant too fast to use any longer as our structural paradigm for instructional design. The desperately needed changes are slow coming because the old top-heavy, hierarchical institution is resistant to change and would rather remain in its entrenched state, feeding on the public dole.
Professional development is key. Timing is of the essence. Change IS inevitable. The only question is, who is willing to embrace the solution? (posted 1/4/10)
iPhone Disrupts Technology Ecosystem Like No Other
Apple's iPhone/iTouch/iTunes ecosystem "may prove to be the fastest ramping and most disruptive technology product / service launch the world has ever seen
via readwriteweb.com
Combine these reports with this week's headlines that Africa has the highest per capita concentration of cell phones (surprise), and we can easily see where education is heading (or at least where it 'needs' to head).
The next generation is mobile. Education must be available to this mobile generation. Textbooks will be electronified NOT simply because it's green and saves trees. It's about delivery to the mobile masses. KurzweilAI.com announced it's own e-book breakthrough this past week. It is open source and platform transforming rather than device-centric.
Educators, above all, should be able to think beyond the linear, boxed-in paradigms up which it has rested for decades, and take advantage of the new mobile platforms before us. It seems unfortunate that rather than switch, the behemoth institution would rather fight to retain their hierarchical position that is trending inevitably toward extinction. (posted 1/4/10)
World's OS is about Conversation, not Information
If we agree that the morphing networked world is about conversation, then we can picture the changes this way:
When we understand that technology is innovated to improve social communication, we become less device and application focused and more interactive. Hence, the social media phenomenon is here to stay and will increase in intensity as new mashup applications develop to aid our intrinsic need to share.
The challenge for education is that historically, assessment of knowledge is individually based. This makes perfect sense because it's difficult to give a degree to someone who doesn't demonstrate command of some particular knowledge-domain they have studied. However, the real-world of business does not run on individual talents as much as team efforts.
Pedagogical application has responded with case-based, project-oriented, and portfolio-developing lesson plans. But in the end, standardized testing still focuses on individual regurgitation of memorized facts. This is a senseless contradiction at best and reflects a broken system that needs to be redesigned to enter the 21st Century. (posted 12/18/09)
- Web 1.0 was about stone tablets.
- Web 2.0 is about smoke signals; recording our thoughts, ideas, and opinions and reacting to the thoughts, ideas, and opinions of others, whether synchronously or asynchronously.
- Web 3.0 is about bridging the space-time gap to engage in live, direct, real-time conversation that is virtually – if not actually – face-to-face.
When we understand that technology is innovated to improve social communication, we become less device and application focused and more interactive. Hence, the social media phenomenon is here to stay and will increase in intensity as new mashup applications develop to aid our intrinsic need to share.
The challenge for education is that historically, assessment of knowledge is individually based. This makes perfect sense because it's difficult to give a degree to someone who doesn't demonstrate command of some particular knowledge-domain they have studied. However, the real-world of business does not run on individual talents as much as team efforts.
Pedagogical application has responded with case-based, project-oriented, and portfolio-developing lesson plans. But in the end, standardized testing still focuses on individual regurgitation of memorized facts. This is a senseless contradiction at best and reflects a broken system that needs to be redesigned to enter the 21st Century. (posted 12/18/09)
'We'll Work for Free,' Say Retired Professors, but Colleges Struggle With How to Use Them. Really?
via chronicle.com
This is a good example of how the old business model is so entrenched within the educational institution, that we can't see for forest for the trees. Experienced, retired professors are willing to teach for free. But we can't figure out how to make that work. Hmm... perhaps because money interests outweigh education interests? Is that a crowded football stadium I hear roaring??
Where are our priorities? Look what Open University is doing (started by retired professors I remind you). With all our brains, we can't figure out how to make a new model sustainable? I find that hard to believe. What is easier to believe is that the discomfort faced by the entrenched at the thought of losing their jobs, prevents them for doing their job which is to educate the next generation.
If our forefathers had this attitude when founding our Nation, we wouldn't have a nation. Self sacrifice for the common and future good took precedence over personal comforts. Who wants to make a difference? really?? (posted 1/4/10)
This is a good example of how the old business model is so entrenched within the educational institution, that we can't see for forest for the trees. Experienced, retired professors are willing to teach for free. But we can't figure out how to make that work. Hmm... perhaps because money interests outweigh education interests? Is that a crowded football stadium I hear roaring??
Where are our priorities? Look what Open University is doing (started by retired professors I remind you). With all our brains, we can't figure out how to make a new model sustainable? I find that hard to believe. What is easier to believe is that the discomfort faced by the entrenched at the thought of losing their jobs, prevents them for doing their job which is to educate the next generation.
If our forefathers had this attitude when founding our Nation, we wouldn't have a nation. Self sacrifice for the common and future good took precedence over personal comforts. Who wants to make a difference? really?? (posted 1/4/10)
Laboratories of Synergistic Learning
libraries seem to be evolving into laboratories of synergistic learning through "trends" as information commons via chronicle.comI like this definition of libraries in light of how technology is transcending traditional space-time barriers within which they have existed. Technology is stretching the "boxes" outside of which we think; even eliminating the box altogether. Was it ever 2 dimensional anyway? Think outside the cube. Think outside the orb. Transcend the metaverse of space-time. The human spirit - the final frontier? (posted 01/04/10)
Teaching Foresight
The jobs for which our children will be educated do not yet exist. Technological change is emerging faster than we can adapt. The most needed skill is critical thinking. Students need to be challenged to think about their thinking. What makes good thinking and what constitutes poor thinking? Thinking out loud enables groups of learners to hear the reasoning process of others. Higher order thinking is engaged when students extrapolate from given information to consider future possibilities.
For this reason, Future studies (Futurology not to be confused with the artistic Futurism movement) will become an important branch of study in higher education settings. Futurology teaches students how to extrapolate from major trends, what might or could happen in the future. There are many trend researching techniques, many birthed as a result of World War II "what if" scenarios studied by war time analysts.
Today, Futurology techniques for research are used for disaster planning, energy shortage considerations, job market predictions, and the like. The bottom line for those considering becoming a Futurologist? Develop your critical thinking skills. Without quality thinking, futuring will be more dangerous than useful. (posted 12/12/09)
For this reason, Future studies (Futurology not to be confused with the artistic Futurism movement) will become an important branch of study in higher education settings. Futurology teaches students how to extrapolate from major trends, what might or could happen in the future. There are many trend researching techniques, many birthed as a result of World War II "what if" scenarios studied by war time analysts.
Today, Futurology techniques for research are used for disaster planning, energy shortage considerations, job market predictions, and the like. The bottom line for those considering becoming a Futurologist? Develop your critical thinking skills. Without quality thinking, futuring will be more dangerous than useful. (posted 12/12/09)
Web 2.0: The Cultural Tipping Point for Educators
Trent Batson's excellent article about Cloud computing offering new faculty Innovation opportunities, is one of the best written yet and pinpoints clearly the problems and the promise of IT trends before teachers today. This is a must-read for any educator who wants to understand the impact of emerging technologies on pedagogical best practices and the corresponding dilemmas faced by IT administrators.
Research has confirmed Batson's claim that, "We are as prisoners who have spent our lives in prison and cannot bear not having four walls around us, or those bars on the windows of our curiosity." Therefore, the mindset – not the machine – is more of a challenge to tech integration today.
Here's the summary breakdown of Batson's report:
Research has confirmed Batson's claim that, "We are as prisoners who have spent our lives in prison and cannot bear not having four walls around us, or those bars on the windows of our curiosity." Therefore, the mindset – not the machine – is more of a challenge to tech integration today.
Here's the summary breakdown of Batson's report:
- Web 2.0 is a global renaissance of flowering knowledge as never before
- Old-think prevents our seeing the opportunities before us as educators
- History proves how faculty took the lead in tech integration in the past
- Continuous change (i.e. Web 1.0 to Web 2.0) is both tantalizing and frustrating
- Unlike changes in automobile innovations that took 91 years, Web 1.0 to 2.0 took only five years!
- Therefore, IT depts are too busy making admin changes, to help faculty with pedagogical needs
Leadership Competencies of Educational Technologists
The cool possibilities about the more than 200 real-time web 2.0 tools under development (Like Google Wave) is that sync and async are being melded together along with multi-dimensional communication tools such as voice, text, image, video, etc.
When semantic web becomes the standard (searchable text becomes recognizable object) then tagging and bookmarking values will be reduced and personal and group collections will become more useful.
Such collections will not simply consist of some items "saved" to another location, but more likely will consist of "searched" items and "pointed to" results. http://popurls.com is demonstrating the real-time value of aggregating crowd sourced and theme specific topics. Studying such real-time results can be a great source of discussion for critical thinking development.
The most important quality for Ed Tech leaders is to understand trends and adapt their craft to emerging innovations. Higher education may do students a disservice by focusing too much on tool techniques and too little on trend research. (posted 12/1/09)
When semantic web becomes the standard (searchable text becomes recognizable object) then tagging and bookmarking values will be reduced and personal and group collections will become more useful.
Such collections will not simply consist of some items "saved" to another location, but more likely will consist of "searched" items and "pointed to" results. http://popurls.com is demonstrating the real-time value of aggregating crowd sourced and theme specific topics. Studying such real-time results can be a great source of discussion for critical thinking development.
The most important quality for Ed Tech leaders is to understand trends and adapt their craft to emerging innovations. Higher education may do students a disservice by focusing too much on tool techniques and too little on trend research. (posted 12/1/09)
Community is Not Superficial
Cooperation is working toward a common goal. Collaboration results in collateral material. However, community may or may not be present and/or result from either cooperative or collaborative efforts.
AND COMMUNITY IS THE GOAL!
Which is why teachers should be careful about assigning cooperative and collaborative work without a clear goal in mind of fostering community.
Community cannot exist without a sense of trust and belonging; a sense that each member's contribution is valued and necessary; and the belief that what the community produces bears significant impact on MORE than the community itself.
I have pondered this phenomenon a great deal recently due to my position with iMMEDIA and have come up with our Mission statement as follows: Shaping communities of impact through professional development targeting technology integration.
My point is that unless we visionize our student groups with the why; then the "what" and the "how" remain irrelevant and dysfunction results. The assignment may get done but not community resulted and in my opinion, we have done nothing more than drive the herd to market. I find this distasteful to the uttermost.
If there is not impact, members feel like they are given busy work. If the only goal is self enlightenment, members grow tired of the monotony of self centered foci.
If we ask them to cooperate, there must be a bigger reason than the subject matter alone. If we ask them to collaborate, the resulting collateral material should impact a wider audience than the group/class itself. It may work for awhile. But eventually everyone will see through the gloss and look elsewhere to satisfy their innate need to pursue the greater good. (posted 12/3/09)
AND COMMUNITY IS THE GOAL!
Which is why teachers should be careful about assigning cooperative and collaborative work without a clear goal in mind of fostering community.
Community cannot exist without a sense of trust and belonging; a sense that each member's contribution is valued and necessary; and the belief that what the community produces bears significant impact on MORE than the community itself.
I have pondered this phenomenon a great deal recently due to my position with iMMEDIA and have come up with our Mission statement as follows: Shaping communities of impact through professional development targeting technology integration.
My point is that unless we visionize our student groups with the why; then the "what" and the "how" remain irrelevant and dysfunction results. The assignment may get done but not community resulted and in my opinion, we have done nothing more than drive the herd to market. I find this distasteful to the uttermost.
If there is not impact, members feel like they are given busy work. If the only goal is self enlightenment, members grow tired of the monotony of self centered foci.
If we ask them to cooperate, there must be a bigger reason than the subject matter alone. If we ask them to collaborate, the resulting collateral material should impact a wider audience than the group/class itself. It may work for awhile. But eventually everyone will see through the gloss and look elsewhere to satisfy their innate need to pursue the greater good. (posted 12/3/09)
Cyborg Learning Theory in Education
Cyborg Learning Theory (CLT) explains how future generations perceive and experience their universe. CLT contextualizes a human identity that is merging with technology intrinsically; the electro-chemical human merging with the electro-mechanical innovation (think of biomedical, nano-technological developments, etc.).
Implications for teachers in the classroom, whether face-to-face (f2f) or online, are far-reaching. Educators must lead the next generation by <!--more-->self-sacrificing example, into a future unknown, without boundaries, limitless, timeless, even space-less.
Therefore, teaching is not about cognitive assimilation of the "boundaries" of knowledge domains <em>outside</em> of which we must learn to think (outside the box). Rather, teachers must be brave enough to drop their own paradigmatic security blankets and explore together with students, a limitless future inside our ever-expanding universe.
CLT demands this new approach borne out of the realization and confession that we don't know that much and have so much more discovery yet before us. CLT produces capable <em>explorers</em>, not mere cloud-working drones. CLT does not negate the former learning theories but instead, stands upon their shoulders. CLT recognizes the value of constructivist and connectivist learning experiences on the part of students. What CLT addresses primarily is the teacher's need to see the universe in a new light, where space-time boundaries are blurred and human identity is merged with technology to such a degree, that technology is no longer considered as <em>other</em>, <em>foreign</em>, or <em>alien</em>.
Because technology <em>will</em> increasingly merge with human identity, and because society <em>does</em> value the human experience, education <em>must </em>train the next generation to face its unknown future with creative fascination, not stifling fear.
A healthy future depends on a generation of minds capable of thinking critically about the unpredictable choices it will face. Critical minds consider many possibilities before passing judgment, make firm choices when needed, and constantly re-evaluate previous choices, realizing the fallible source from which they come. Critical minds evaluate the risks in light of the rewards and understand the necessity of personal sacrifice for the mutually interdependent good.
The mystery of discovery lies before us. May we educate and visionize a thoughtful generation to boldly explore their uncertain future. (post 11/2/09)
Implications for teachers in the classroom, whether face-to-face (f2f) or online, are far-reaching. Educators must lead the next generation by <!--more-->self-sacrificing example, into a future unknown, without boundaries, limitless, timeless, even space-less.
Therefore, teaching is not about cognitive assimilation of the "boundaries" of knowledge domains <em>outside</em> of which we must learn to think (outside the box). Rather, teachers must be brave enough to drop their own paradigmatic security blankets and explore together with students, a limitless future inside our ever-expanding universe.
CLT demands this new approach borne out of the realization and confession that we don't know that much and have so much more discovery yet before us. CLT produces capable <em>explorers</em>, not mere cloud-working drones. CLT does not negate the former learning theories but instead, stands upon their shoulders. CLT recognizes the value of constructivist and connectivist learning experiences on the part of students. What CLT addresses primarily is the teacher's need to see the universe in a new light, where space-time boundaries are blurred and human identity is merged with technology to such a degree, that technology is no longer considered as <em>other</em>, <em>foreign</em>, or <em>alien</em>.
Because technology <em>will</em> increasingly merge with human identity, and because society <em>does</em> value the human experience, education <em>must </em>train the next generation to face its unknown future with creative fascination, not stifling fear.
A healthy future depends on a generation of minds capable of thinking critically about the unpredictable choices it will face. Critical minds consider many possibilities before passing judgment, make firm choices when needed, and constantly re-evaluate previous choices, realizing the fallible source from which they come. Critical minds evaluate the risks in light of the rewards and understand the necessity of personal sacrifice for the mutually interdependent good.
The mystery of discovery lies before us. May we educate and visionize a thoughtful generation to boldly explore their uncertain future. (post 11/2/09)
Bracing for Impact
If we believe the transformation from the current technological, post-modern era to the forthcoming electrical, post-human era requires a human catalyst, then the posts thus far are as good a guess as any: visionary communication fused with enthusiasm.
Your question presupposes that we can strategize some plan of action to effect change seemingly slowed by heel-dragging participants. The premise is not unusual but rooted in our post-industrial mentality of "managing" change.
However, I believe we are on a collision course with the coming changes. The convergence of the electro-mechanical with the electro-chemical is emerging at the speed of LIFE and will hit the future square between the eyes.
My suggestion to those stuck in the institutionalized rut? Brace yourselves for impact. (posted 10/19/09)
Your question presupposes that we can strategize some plan of action to effect change seemingly slowed by heel-dragging participants. The premise is not unusual but rooted in our post-industrial mentality of "managing" change.
However, I believe we are on a collision course with the coming changes. The convergence of the electro-mechanical with the electro-chemical is emerging at the speed of LIFE and will hit the future square between the eyes.
My suggestion to those stuck in the institutionalized rut? Brace yourselves for impact. (posted 10/19/09)
Will Teachers Ever Adopt Technology Wholesale?
No one educated the public to use the Internet to read news instead of subscribing to newspapers and no one told the public to use the Internet instead of looking up numbers in the Yellow Pages. These transformative changes took place at the grass roots level.
The same will happen with tech integration. Cultures create tools to ease burdens. Tech innovation makes tech integration "easier" and therefore more accessible to the barrier-challenged, post-industrial, technophobic, and electro-mechanically challenged. (posted 10/16/09)
The same will happen with tech integration. Cultures create tools to ease burdens. Tech innovation makes tech integration "easier" and therefore more accessible to the barrier-challenged, post-industrial, technophobic, and electro-mechanically challenged. (posted 10/16/09)
Will the Next Generation Forget How to Write?
I was asked this question recently, noting the many complaints coming from the education sector, regarding the havoc that SMS text messaging shortcut lingo is sure to wreak on writing skills, to which I replied in my best penmanship (bear in mind, I'm left-handed):
(posted 10/5/09)
hw silE we cn be…(Transl8td @ http://www.lingo2word.com/translate.php)
erly greeks considrd d intro of d b%k 2B an omen of certN peril 2 d recall abilities of d yung hu w%dnt nd 2 memorize sinC dey cUd l%k ^ evryting ina b%k.
d widespread uz of d telegraph cauzd concrn dat fucha genA8tns w%d Rplce flowery, adjectival spEch 4 dull, dry, diRct, humdrum, to-the-point monotony.
d pencl w%d reduce ritN acuracy sinC errs cUd B erased, "so Y? wori?"
No d txtGen'ers wl B relegated 2 spEch 1ly sinC dey won't B abL 2 convey NEfin meaningful n ritN.
S dis nt meaningful?
(posted 10/5/09)
Technology a Guarantee of Effective Learning?
I'm not certain that effective learning would come to a halt merely due to the omission of technology tools in the classroom. However, 21st century skills would be severely lacking and yes, that could affect businesses depending on graduates armed with those skills.
My own experience tells me that the students are learning the technology without the teachers, classrooms and skills. They learn it at home, at their friends' houses, watching TV and YouTube on someone else's computer. They learn quickly how to SMS and update a MySpace status page.
No, I don't think learning comes to a halt. But the irrelevancy of the traditional brick and mortar classroom becomes apparent in schools that are slow to adopt the new tools and strategies for implementation. Technology in schools is an issue that affects the educational institution more than the society in which it is merging so quickly. The behemoth institution is struggling to adapt and adopt for its own survival.
There is little doubt the next generation will make full use of technology with or without schools. I introduced a Technology Camp to 90+ K6 students who did not own computers at home. Within 4 weeks, they had recorded podcasts, edited movies, built webpages, and blogged about some personal interest. Once one student figured out what to do, they helped their neighbor and the assistance spread like wildfire. As a teacher, I had more trouble keeping up than getting them to catch up.
My suspicion is that the educational community is crying for Educational Technologists because they want to avoid their own extinction and they need us to bring relevance back to the system. Perhaps we will. Or perhaps we will foment the system's transformation altogether. I expect the latter is the more viable option. (post 9/28/09)
My own experience tells me that the students are learning the technology without the teachers, classrooms and skills. They learn it at home, at their friends' houses, watching TV and YouTube on someone else's computer. They learn quickly how to SMS and update a MySpace status page.
No, I don't think learning comes to a halt. But the irrelevancy of the traditional brick and mortar classroom becomes apparent in schools that are slow to adopt the new tools and strategies for implementation. Technology in schools is an issue that affects the educational institution more than the society in which it is merging so quickly. The behemoth institution is struggling to adapt and adopt for its own survival.
There is little doubt the next generation will make full use of technology with or without schools. I introduced a Technology Camp to 90+ K6 students who did not own computers at home. Within 4 weeks, they had recorded podcasts, edited movies, built webpages, and blogged about some personal interest. Once one student figured out what to do, they helped their neighbor and the assistance spread like wildfire. As a teacher, I had more trouble keeping up than getting them to catch up.
My suspicion is that the educational community is crying for Educational Technologists because they want to avoid their own extinction and they need us to bring relevance back to the system. Perhaps we will. Or perhaps we will foment the system's transformation altogether. I expect the latter is the more viable option. (post 9/28/09)
How Social Networking Supports Distributed Learning
According to Roy Pea's "Distributed Intelligence" explication, learning does not simply occur cognitively inside our head. Learning includes social reasoning and intelligence. Learning occurs collectively, socially, when we are gathered and interactive (Pea, 1993).
Pea recommends four environments useful for augmenting our learning. Each of the four mentioned below, underscore the importance of social networking as a viable platform for learning.
1. Augmenting intelligence with computing - simulation.
2. Augmenting intelligence with guided participation - collaborative interpretation.
3. Augmenting intelligence with inscriptional systems - written symbols of language, math, science.
4. Augmenting intelligence with situated cognition - contextual application of knowledge.
We've come a long way in just the last three years. Blogging was the ultimate tool for teachers to encourage dialogue in the classroom. However, innovations like SMS and Twitter are changing the game-board on which we play and should be equally included in the lesson planning strategies. Facebook is only ONE social networking application receiving a lot of attention from the education world. (posted 3/4/10)
References
Pea, Roy (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.). Distributed cognitions. New York: Cambridge University Press, pp. 47-87.
Pea recommends four environments useful for augmenting our learning. Each of the four mentioned below, underscore the importance of social networking as a viable platform for learning.
1. Augmenting intelligence with computing - simulation.
2. Augmenting intelligence with guided participation - collaborative interpretation.
3. Augmenting intelligence with inscriptional systems - written symbols of language, math, science.
4. Augmenting intelligence with situated cognition - contextual application of knowledge.
We've come a long way in just the last three years. Blogging was the ultimate tool for teachers to encourage dialogue in the classroom. However, innovations like SMS and Twitter are changing the game-board on which we play and should be equally included in the lesson planning strategies. Facebook is only ONE social networking application receiving a lot of attention from the education world. (posted 3/4/10)
References
Pea, Roy (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.). Distributed cognitions. New York: Cambridge University Press, pp. 47-87.
Mobile Learning and a Freed Mind
I would venture to say most of us in the West do not know how to hunt a buffalo, skin it, prepare and store some of its meat for the winter, convert its hide to blankets and clothing, or make tools from its bones. I guess supermarkets have weakened our minds and we will never know the joy of the hunt or the satisfaction of a good feast after laboring for days. ;-)
My point is, I agree that new technologies make our lives more convenient and prevent our having to "think" or "learn" things the old way. But if we all lived 150 years ago and had to hunt for meat every month, we wouldn't be free for the creative pursuits in which we are engaged today... and learning NEW things. In other words, perhaps the convenience FREES THE MIND to delve into new territories. ??
What will we CHOOSE to learn since we can't know everything but we CAN know ANYthing?! (Post Modern) The rapid advance of knowledge enables us to personalize and specialize in arenas of thought that build our self confidence and identity. Within our personal learning networks (PLN), we will know to whom to turn for specialized knowledge based on their honed expertise, right? The need today is not learning for learning sake but learning HOW to learn as a mind-skill that will carry us into an unknown future where "explorers" are needed more and more. How do you create an inquisitive mind? That's the challenge before educators today. But not merely inquisitive; rather, critically (not cynically) inquisitive. (posted 9/19/09)
My point is, I agree that new technologies make our lives more convenient and prevent our having to "think" or "learn" things the old way. But if we all lived 150 years ago and had to hunt for meat every month, we wouldn't be free for the creative pursuits in which we are engaged today... and learning NEW things. In other words, perhaps the convenience FREES THE MIND to delve into new territories. ??
What will we CHOOSE to learn since we can't know everything but we CAN know ANYthing?! (Post Modern) The rapid advance of knowledge enables us to personalize and specialize in arenas of thought that build our self confidence and identity. Within our personal learning networks (PLN), we will know to whom to turn for specialized knowledge based on their honed expertise, right? The need today is not learning for learning sake but learning HOW to learn as a mind-skill that will carry us into an unknown future where "explorers" are needed more and more. How do you create an inquisitive mind? That's the challenge before educators today. But not merely inquisitive; rather, critically (not cynically) inquisitive. (posted 9/19/09)
Hurdles for Today's Educators
Hurdles for educators today concerning the rapid advance of the mobile-learning platform, are:
1. inadequate infrastructure
2. inequity of access to technology across student populations
3. gaps in professional development resulting in lack of use in standards-based lesson plans.
These three hurdles require money and time; two commodities greatly lacking among stakeholders.
I claim these are 'hurdles today' because current innovation trends will eliminate the infrastructure hurdle first, the access hurdle second, and time will cure the third hurdle. Question remains, do we have the time to wait??
(posted 9/15/09)
1. inadequate infrastructure
2. inequity of access to technology across student populations
3. gaps in professional development resulting in lack of use in standards-based lesson plans.
These three hurdles require money and time; two commodities greatly lacking among stakeholders.
I claim these are 'hurdles today' because current innovation trends will eliminate the infrastructure hurdle first, the access hurdle second, and time will cure the third hurdle. Question remains, do we have the time to wait??
(posted 9/15/09)
Connectivist Learning Explained
Recently I engaged in some blog posting with George Siemens and Dave Cormier regarding connectivist theory of learning. George clarified his understanding this way...
"Knowledge is an emergent property of the manner in which we connect information.
What does this mean? Well, I have knowledge – a state of personal possession, there is no such thing as knowledge in a magazine or paper – based on how I’ve connected information. For example, when I place value on “social justice” and connect it as part of my conceptual framework and way of looking at the world, this new node influences and shapes what already exists. In a paper in 2004, I suggested that learning networks (I used the term connectivism) site at an intersection of chaos, complexity, self-organization, and network theory. Complex systems exhibit patterns based on the various ways in which its elements interact. And, when we add a learner, we amplify complexity. Knowledge connected (not constructed) will be influenced by the existing knowledge of the learner, her emotional state, experiences during the day, etc.
A person of liberal political orientation will assign value to different sources of information and draw different connections from someone with a conservative political orientation. The “what” (information) is connected (or not) based on the “who” (person) and “how” (medium and accessibility) and a myriad of other factors. We have, I think, much to learn from coming to a better understanding of complex systems." (posted 9/8/09)
"Knowledge is an emergent property of the manner in which we connect information.
What does this mean? Well, I have knowledge – a state of personal possession, there is no such thing as knowledge in a magazine or paper – based on how I’ve connected information. For example, when I place value on “social justice” and connect it as part of my conceptual framework and way of looking at the world, this new node influences and shapes what already exists. In a paper in 2004, I suggested that learning networks (I used the term connectivism) site at an intersection of chaos, complexity, self-organization, and network theory. Complex systems exhibit patterns based on the various ways in which its elements interact. And, when we add a learner, we amplify complexity. Knowledge connected (not constructed) will be influenced by the existing knowledge of the learner, her emotional state, experiences during the day, etc.
A person of liberal political orientation will assign value to different sources of information and draw different connections from someone with a conservative political orientation. The “what” (information) is connected (or not) based on the “who” (person) and “how” (medium and accessibility) and a myriad of other factors. We have, I think, much to learn from coming to a better understanding of complex systems." (posted 9/8/09)
Connectivism as a Learning Theory
57 Comments
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Comment by Dallas McPheeters on July 8, 2009 at 5:15pm
- Delete Comment Thank you gentlemen, for the super clarifications. Enjoyed Dave's article; thanks, George, for the link. Guess we're still trying to bridge the objective, fixed, Newtonian laws with the contrary, subjective, Quantum mechanics. One explanation of reality is objective, knowable, measurable, and predictable. The other is subjective and obscure. The two worlds mutually indwell each other yet operate by contrary laws. Nevertheless they verifiably exist. I agree the mental frameworks we construct while learning are subjective and contextual. However, 'what' we are observing may be objective and the fact that no individual can perceive the whole without the input of the many, may serve to keep us humble and united. Thanks for the posts.
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Comment by George Siemens on July 8, 2009 at 3:04pm
- @Dallas - Dave is too humble to admit it, but he wrote an article on Rhizomatic Education that you might find interesting. I would take it a bit beyond what both you and Dave suggest: Knowledge is an emergent property of the manner in which we connect information. What does this mean? Well, I have knowledge - a state of personal possession, there is no such thing as knowledge in a magazine or paper - based on how I've connected information. For example, when I place value on "social justice" and connect it as part of my conceptual framework and way of looking at the world, this new node influences and shapes what already exists. In a paper in 2004, I suggested that learning networks (I used the term connectivism) site at an intersection of chaos, complexity, self-organization, and network theory. Complex systems exhibit patterns based on the various ways in which its elements interact. And, when we add a learner, we amplify complexity. Knowledge connected (not constructed) will be influenced by the existing knowledge of the learner, her emotional state, experiences during the day, etc. A person of liberal political orientation will assign value to different sources of information and draw different connections from someone with a conservative political orientation. The "what" (information) is connected (or not) based on the "who" (person) and "how" (medium and accessibility) and a myriad of other factors. We have, I think, much to learn from coming to a better understanding if complex systems.
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Comment by dave cormier on July 8, 2009 at 2:50pm
- @dallas McPheeters I would go further and say that knowledge is something that we create, contextually, while we are engaging with the different streams of information and knowledge that are flowing. I think we've struggled, since the creation of writing, to reify knowledge in a way that only makes it confusing. In storing it, we changed it. Now that it gets to remain more fluid, it's returning to something that is more situational and less objective.
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- Delete Comment I appreciate Pip Mules' comment where she notes: "I am interested in the way that incorporating social media into our lives and teaching will change the way we perceive knowledge, and therefore how we will assess knowledge." It seems we used to consider knowledge a thing we could possess. It may be however, with the exponential doubling of the knowledge base that we now view knowledge as something we "access" rather than "possess." Therefore, the most prepared would be those who command the greatest access on a superficial level, and who have the skill to 'mine' what they need, on a more intrinsic level.
The Personal Learning Network; A Concept Map
A great way to visually explore new territory is to browse maps. Concept maps are visual representations of how we perceive the arrangement of particular knowledge domains. A hot buzzword among educational technologists is the PLE or Personal Learning Network. I could explain it. Or you could just look at my map below. But if you want to REALLY get an eyeful of understanding, scroll through these creative concept maps at the edtechpost.wiki site. Crazy good times.
[caption id="attachment_199" align="alignnone" width="491" caption="Whether you know it or not, everyone has a PLE. What's yours?"]
[/caption]
(posted 9/1/09)
[caption id="attachment_199" align="alignnone" width="491" caption="Whether you know it or not, everyone has a PLE. What's yours?"]
[/caption](posted 9/1/09)
Content is the Emperor's New Clothes
Linda Elder writes: In 1990, in an open letter to educators, Richard Paul (a preeminent authority on critical thinking) summed up the problem that a robust conception of critical thinking addresses.
“Many college and university professors say they have little time to focus on the students’ thinking because of the need to cover content. These professors fail to see that thinking is the only means by which the mind digests content. They fail to see that undigested content is content unlearnt or mislearnt. They fail to see that all content is embedded in ideas, that ideas have logical connections, that logical connections must be thought through to be grasped… Furthermore, though this problem is ancient, the negative consequences are daily becoming more and more significant. The nature of professional and everyday life increasingly demands critical thinking. Indeed the cost of generating a growing mass of uncritical thinkers as workers and citizens is staggering… Intellectually undisciplined, narrow-minded thinking will not solve increasingly complex, multidimensional problems, let alone provide the basis for democratic decision-making.”
The battle has always been between those who advocate reason and those who advocate force. And historically, force has won. Why? Is it because we fear death more than we fear ignorance? At least death seems final. Living in ignorance is slow and painful torture.
A person who cannot read a map is just as lost as the person who has no map. (posted 8/15/09)
“Many college and university professors say they have little time to focus on the students’ thinking because of the need to cover content. These professors fail to see that thinking is the only means by which the mind digests content. They fail to see that undigested content is content unlearnt or mislearnt. They fail to see that all content is embedded in ideas, that ideas have logical connections, that logical connections must be thought through to be grasped… Furthermore, though this problem is ancient, the negative consequences are daily becoming more and more significant. The nature of professional and everyday life increasingly demands critical thinking. Indeed the cost of generating a growing mass of uncritical thinkers as workers and citizens is staggering… Intellectually undisciplined, narrow-minded thinking will not solve increasingly complex, multidimensional problems, let alone provide the basis for democratic decision-making.”
The battle has always been between those who advocate reason and those who advocate force. And historically, force has won. Why? Is it because we fear death more than we fear ignorance? At least death seems final. Living in ignorance is slow and painful torture.
A person who cannot read a map is just as lost as the person who has no map. (posted 8/15/09)
Education's Battle Over Platform
The battle between the technofascists and the technophobes is really a battle over the platform for education's future. Clearly many agree the old brick and mortar platform needs expanding (if not replacing entirely) and technology is providing the ground for that expansion.
However, a principle challenge is the education-centered economy that is application driven. This driving force distracts attention from platform to application and therein lies our problem.
As an example, consider the iPhone as an innovative change within the technology arena. The iPhone didn't change cell phone design as much as it has changed the platform on which cell phones are now built and focused.
The same holds true for Twitter. Twitter is not producing more twitter-like applications but rather more platform-changing approaches to sharing information. Twitter is not creating merely a new application for gathering collective information as much as it is creating a new platform for collective action.
Until the education community bands together to embrace the new platform, the distracting skirmishes surrounding the myriads of applications appearing on the scene daily (ex: 70,000 iPhone apps to date) will continue to thwart the best intentions. In a way, the present economic crisis prevents us from throwing money at problems in hopes they will be fixed. Now we have to use our heads...collectively. (posted 8/12/09)
However, a principle challenge is the education-centered economy that is application driven. This driving force distracts attention from platform to application and therein lies our problem.
As an example, consider the iPhone as an innovative change within the technology arena. The iPhone didn't change cell phone design as much as it has changed the platform on which cell phones are now built and focused.
The same holds true for Twitter. Twitter is not producing more twitter-like applications but rather more platform-changing approaches to sharing information. Twitter is not creating merely a new application for gathering collective information as much as it is creating a new platform for collective action.
Until the education community bands together to embrace the new platform, the distracting skirmishes surrounding the myriads of applications appearing on the scene daily (ex: 70,000 iPhone apps to date) will continue to thwart the best intentions. In a way, the present economic crisis prevents us from throwing money at problems in hopes they will be fixed. Now we have to use our heads...collectively. (posted 8/12/09)
Youth Awkward in Real World; Prefer Online
re: @rww's recent Twitter referencing http://www.readwriteweb.com/archives/your_real_friends_are_your_online_friends_or_so_says_gen_y.php#comment-151573
I would reply:
"Real" friends or merely friends of convenience? Face to face contact is the most risky. Social networking via technology reduces the risk by adding a layer of insulation to personal encounters. But don't make any mistake! The most valued friendships are the ones that endure the risks we take to build them. Tech offers a path of less resistance for now. But real value comes at a price. Live and learn or remain in the shallows. (posted 8/11/09)
I would reply:
"Real" friends or merely friends of convenience? Face to face contact is the most risky. Social networking via technology reduces the risk by adding a layer of insulation to personal encounters. But don't make any mistake! The most valued friendships are the ones that endure the risks we take to build them. Tech offers a path of less resistance for now. But real value comes at a price. Live and learn or remain in the shallows. (posted 8/11/09)
Our View of Knowledge and Learning
I appreciate a recent LinkedIn comment where a friend queries: "I am interested in the way that incorporating social media into our lives and teaching will change the way we perceive knowledge, and therefore how we will assess knowledge," to which I reply, "It seems we used to consider knowledge a thing we could possess. It may be however, with the exponential doubling of the world's knowledge base that we now view knowledge as something we "access" rather than "possess." Therefore, the most prepared people would be those who command the greatest access on a superficial level, and who have developed the skills required to 'mine' what they need on a more intrinsic level. (posted 7/8/09)
Essential Questions K-12 Students Should Ask
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)
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)
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