WOW – Way Out West

On Saturday I ironically traveled east to attend Way Out West in Glendale, Arizona. I promised to put up my session presentation so that everyone didn’t have to furiously take notes as the URLs flew by. Sorry about the speed – 45 minutes is such a short time when you are talking about Web 2.0!

I exported my Keynote slideshow to a PDF file. There are a number of advantages to that – it’s portable and simple – everyone can open PDFs. The links are still clickable. The disadvantage, of course, is that any videos simply show up as a picture. So here’s a previous post that includes the link to the RSS in Plain English video and why this is such a great example for students to make their own help guides. Anyway, if anyone would like this in the original Keynote format, just email me. (It’s my first name, Sylvia at genyes.com)

Web 2.0 with StudentsSlideshow in PDF format

PS If this is your first visit here, welcome! There is an easy way to subscribe to this blog over in the right column, click any of the subscribe buttons, or click the Subscribe by email link to get new posts in your inbox.

PPS Earlier blog posts that connect to the presentation on Saturday:

Hooked on instruction

Classroom photo - stock.xchngPicture this – a classroom buzzing with activity, with students actively engaged in meaningful projects that challenge their minds. The volume is high and there’s a lot of movement, but it’s obvious that this is not chaos – something interesting is going on. The teacher walks through the room, dipping into student conversations, keeping things on track, and offering suggestions and comments.

Down the hall, a teacher stands in front of the class, talking and writing on the whiteboard. The students are quiet and attentive, taking notes, and sometimes raising their hands to ask questions.

I would guess that many, if not all teachers aspire to more classroom #1 and less #2. So what keeps teachers from teaching this way all the time?

Here’s one reason you may not have thought of – there is an immediate payoff for instruction. Every teacher wants to “see” children learn, to see that lightbulb light up, to hear a student say something smart. When you tell someone something, and they can immediately repeat it back, it feels good. You’ve accomplished something.

If I tell you that the Romans had the most advanced civilization in the ancient world, when you get that quiz question right, I feel good about my abilities as a teacher. It’s the fastest path to validation for the teacher and the student. A+ for both of us!

Students get addicted to instruction just like teachers. “What do I do? How many pages? How many words?” My 8th grade history teacher used to say, “You cook a turkey until it’s done.” Now that was scary stuff.

The payoff for teaching without relying heavily on instruction is different. The teacher has to wait longer and it’s not always as clear. Sometimes it looks messy along the way. But teachers who teach this way will tell you it’s a much bigger and better payoff for themselves and their students.

You can call it constructivist, guide-on-the-side (vs. sage-on-the-stage), project-based, Classroom 2.0, or progressive. When we wonder why it doesn’t happen more often, think about the payoff. Are you willing to wait?

Sylvia

RSS in plain English – Ideas for student-made help videos

Here’s a great video about RSS (Real Simple Syndication). RSS is the heart of how blogs work, and how you can easily get great content to come to you instead of searching the Internet for it.

If YouTube is blocked at your school – you can find the video here at the CommonCraft website.

Sure, you can show this video to students (or teachers) to explain how RSS works. But this is a terrific example of a video students can make themselves. Student-made help videos can be a vital resource to teach both students and teachers about how to use the technology your school already has.

You could set up a podcast (vodcast) library, put them on school or district portals, or burn them to DVDs and hand them out to teachers.

Things to point out about this video:

1. It’s short. There is a reason movie trailers are 2 1/2 to 3 1/2 minutes long. If someone can tell the story of Star Wars in 2.5 minutes, your students can explain a concept in the same amount of time. Challenge students to edit, then edit again.

2. It’s low tech. This looks like sheets of paper taped to a whiteboard.

3. Audio is separate from video. Sometimes the audio part of making a video is the hardest part. This type of video can shot, edited, and completed with a voice-over.

4. It’s about your technology. A student-made help video will show exactly how YOUR technology works at YOUR school, not a generic example.

Finally, teaching is learning. Want students to learn more about blogging, podcasting, using the active whiteboard or other technologies? Making a video help guide will help them learn more as they figure out how to explain it to someone else.

GenYES teachers can find additional resources about student-made help guides (both video and printed) in the GenYES Curriculum Guide (Unit 10.)

Game design as an educational activity

Thinking about game design as an educational activity for students? It’s a great one! The act of designing and creating a game requires critical thinking, planning, expressing your thoughts for an audience, mastery of programming, text, visual and human interface literacy….. I could go on and on.

Virtual pet gameThere tends to be a huge gap in schools betweeen introductory courses in computer applications and AP computer science or IT certification courses. Game design is the perfect way to fill that gap with cross-curricular, constructivist projects that are of high interest to a wide variety of students.

There are many educators using game design in their classrooms. One I happen to know personally is Bill Kerr in Australia. Bill runs a blog where he discusses his use of games and game engines with his students.

Game Engines – Game engines vary a lot in complexity, so it really depends how deep you want to get into scripting and programming.

  • MicroWorlds EX Robotics (commercial) – A new multimedia version of Logo (see below). Great for games. Numerous projects and ideas for students.
  • MicroWorlds Jr. (commercial) – Logo for pre-readers (Pk-2). Yes, they can! Comes with resources and projects for students.
  • Scratch (free) – iconic open source language
  • NetLogo (free) – math oriented Logo
  • StarLogo TNG (free) – allows exploration of massively parallel processing, which may indeed be the way the world really works
  • Squeak (open source) – the result of 30 years of Alan Kay’s R&D
  • Agentsheets (commercial) – uses a spreadsheet metaphor as the data structure
  • Toontalk (commercial – PC only) – you have to see this for yourself
  • Game Maker (open source commercial – PC only) – drag and drop actions with a language for customizing game action. Offers reduced site licenses for schools, course materials and student guides.
  • Stagecast Creator (commercial PC/Linux) – point and click interface

Logo – This language is the real deal for K-12 students. It allows students to come in contact with powerful ideas in the process of making something. Logo was designed so that the act of programming becomes a conversation with the machine, increasing student understanding and awareness in the process. Logo is also the perfect language for robots, so any would-be warehouse warriors should check this out. Many teacher resources, articles, project ideas and links to Logo organizations can be found at Gary Stager’s website.

Consumer Game Engines – Want to understand more about game design and consumer game engines? Try this website. It’s intended for people who want to break into the video or PC game business, but there are some good resources on game engines, modding, and lots of links (check out lesson #56).

SoundOut.org – Student Voice, Student Action

Some of you Generation YES teachers will remember Adam Fletcher, who was lead customer support last year (before Megan came on board.)

Adam has been hard at work on his non-profit organization, SoundOut. SoundOut provides tools, training, and resources to promote student voice in school to realize the powerful and purposeful possibilities of meaningful student involvement.

Adam’s latest article, Making Student Involvement Meaningful, can be found on the SoundOut website. In it, he writes:

Lots of people have thought about why students have changed so much. Media infiltration, commercialism and technology usage have all been cited as sources that have changed the experience of learning in today’s schools. However, as educators search for answers, the drivers who fuel these changes have largely been ignored: students themselves. Rather than working with students to help understand and negotiate why, how, when, where and what they learn, educators, administrators and school leaders have largely changed schools for students, and done change to students, without their ideas, concerns or actions in mind.

Adam goes on to explain how educators can create the necessary conditions for student voice to flourish, how to evaluate it, and make it meaningful.

If you are interested in student voice, be sure to explore the rest of the SoundOut site. It’s packed with ideas, free resources, and useful research.

One Laptop Per Child

The One Laptop Per Child (OLPC) project is an global education project that is working to make it possible for developing countries to purchase laptops for their children. OLPC was founded by Nicholas Negroponte with a core of Media Lab veterans, and is based on the pioneering work of Seymour Papert, the father of educational computing and constructionism, who has spent his life putting the power of computational technology into children’s hands.OLPC in NigeriaVery recently, beta laptops were delivered to children in Nigeria. This would seem to be a cause for celebration, however there has been much skepticism about the plan. It’s too complicated to go into all the arguments for and against this plan, but two of them are of particular interest to us here at Generation YES.

One objection seems to be centered around the personality of Mr. Negroponte. He’s been called “pushy” “overbearing” “self-aggrandizing” and much worse. This sounds really familiar to us. I’ve heard many of these things said about Dennis Harper and others who have a passionate belief that it is their responsibility to change the world for the better. It takes a big personality to dream up big changes, challenge the status quo, and make them happen.

The second objection is that the OLPC implementation plan is based on “magic” – that handing out laptops to children will fail because there is no implementation plan. This is of course ridiculous and silly name calling. People may not like the plan–it’s clearly revolutionary because it focuses on children, not the adults. Read more here.

The alternative plans often touted typically involve first teaching teachers how to use the laptop, giving them carefully scripted lessons to teach the children, developing educational software for them, and then carefully phasing in laptop use by actual children. (Sound familiar?)

I was recently asked to do a guest blog on the OLPC News website (not affiliated with the OLPC project.) OLPC News tries to be an “independent source for news, information, commentary, and discussion” of the OLPC project. Although it skews towards skepticism, they do try to be fair overall. They asked me to share some insight on how our Generation YES experience might shed some light on the OLPC project. I did so in this guest blog post on their site.

I realized it would be a somewhat hostile audience, but it’s worth it to get the message out that Dr. Papert’s pioneering work and belief in “Kid Power” is not magic. Generation YES schools are testaments to that.

I hope I made some good points and don’t get hammered too hard in the comments!

Constructivist Celebration @ NECC

Constructivist Celebration logoJoin colleagues in a daylong celebration of creativity, computing & constructivist learning at the beautiful Atlanta Botanical Garden on June 24th, 2007. This is the day before the National Educational Computing Conference (NECC) in Atlanta, GA starts.

The Constructivist Celebration is the inaugural event for the new Constructivist Consortium, an industry cooperative designed to showcase software and curriculum products that support creativity, constructivist learning, and student empowerment.

Peter Reynolds and Gary Stager kick the day off with an inspirational keynote address. Then it’s your turn to jump into exciting hands-on projects led by some of the nation’s finest ed tech leaders. The day ends with an opportunity to share your creations and a panel discussion, Sustaining Constructivist Learning, featuring leaders of LCSI, Generation YES, Schoolkit, Tech4Learning, and Fablevision.

In addition to a day full of learning adventures, your registration includes a southern barbecue lunch and a fabulous collection of materials.

  • LCSI will provide each participant with a single-user license copy of MicroWorlds EX & MicroWorlds Jr.
  • Tech4Learning will provide each participant with a single-user licensed copy of Frames, Pixie, ImageBlender, WebBlender & Twist.
  • Materials from other members of the consortium will also be available.

We have invited the TechYES students and teacher from nearby Barber Middle School to participate as well.

The Constructivist Celebration @ NECC
June 24, 2007, 9:00 – 4:00 PM
Atlanta Botanical Garden
Atlanta, Georgia

All for only $25!

Find out more and register today at:

http://www.constructivistconsortium.org

Register today! Space is extremely limited!

When blogging becomes a teacher-centered activity

Recently, teachers have come up to me at conferences and say they had turned off the GenYES or Generation TECH blog tools because “the kids write too much.” At first I was surprised that student writing would be a problem!

But in thinking about it, it dawned on me that the the problem wasn’t student writing, it was teacher reading. The teacher was a bottleneck, and the teacher-centric view of how the blog worked (students write, teacher reads) was clearly causing this problem. What’s worse, could our tool design be reinforcing this?

When we first introduced the GenYES blog, we decided to roll it out in a limited way. We know people don’t like change. We said to our long-time teachers, “it’s just like the old journal tool.” Maybe that was a good way to ease it in, or maybe that was a mistake.

What we did notice is that the student use of the blog over the journal immediately went up, jumping significantly in just a few days. The first year saw ten times the posts of the previous year in the journal tool. We saw more writing, longer passages, and more reflection. It was obvious that the students saw the blog as a “real world” tool and knew exactly how it was supposed to be used. So much for media literacy training — students knew what to do because they had seen it outside of school. And they used the blog as intended, for appropriate, on-task writing about how they were collaborating with teachers to use technology in their school.

That all seems like good news–but is the blog tool really working to create a student-centered experience or is it reinforcing a teacher-centric approach?

Do we need to revisit it to make it more peer editable, so that students can act as blog-leaders? Do we need to add more features? Do the introductory lessons and activities need to change? What can we do to make it more student-centered and less teacher-centered?

Our goal is to facillitate the student-centered collaboration that goes on in Generation YES classes with the best tools available. The floor is yours.

Educational software that doesn’t work

OK, so here’s the list of software evaluated in the USDOE study of educational software. No surprises here, it’s pretty much what I predicted after the initial headlines – big publishers, big test prep.

The good news is that these products are great examples of outmoded uses of computers in schools. They are what people are running from in the search for the latest Web 2.0 tools. learning games, and open-ended creativity tools.

Here’s the list:

First grade reading software (11 districts and 43 schools. 158 teachers and 2,619 students.)

  • Destination Reading (published by Riverdeep)
  • Waterford Early Reading Program (published by Pearson Digital Learning)
  • Headsprout (published by Headsprout)
  • Plato Focus (published by Plato)
  • Academy of Reading (published by Autoskill)

Fourth grade four reading products (nine districts and 43 schools. 118 teachers and 2,265 students.)

  • Leapfrog (published by Leaptrack)
  • Read 180 (published by Scholastic)
  • Academy of Reading (published by Autoskill)
  • KnowledgeBox (published by Pearson Digital Learning)

Sixth grade math products (10 districts and 28 schools. 81 teachers and 3,136 students.)

  • Larson Pre-Algebra (published by Houghton-Mifflin)
  • Achieve Now (published by Plato),
  • iLearn Math (published by iLearn)

Algebra products (10 districts and 23 schools. 69 classrooms and 1,404 students.)

  • Cognitive Tutor Algebra (published by Carnegie Learning)
  • Plato Algebra (published by Plato)
  • Larson Algebra (published by Houghton-Mifflin)

It’s a good thing – knowing what was evaluated means we can move on to better uses of computers in education. There has been some discussion around the web that the methodology used for this study is faulty, and that may be true. Wes Freyer also posted some links to research done about educational technology that is much more credible.

But I’m happy if this study helps people conclude that money used for technology test prep is being wasted, and opens up opportunities for authentic, student-centered technology use.

Keep hope alive!

Headlines that won’t help

This morning’s news brings the exciting headlines Education Technology Isn’t Helping, and Study: No benefit going high-tech for math and science, because of a new study released today by the US Department of Education.

Sigh – this is SUCH old news, there has been decades of research showing that drilling kids does nothing, even if you pretty up it up with fancy names and graphics.

But our language for this stuff is so limited. The headlines SHOULD read, “Bad Educational Practice Proved Ineffective, Again!” But no, it gets called “educational software” or “educational technology”, tars every use of computers in the classroom, and immediately gets tied to EETT funding. It’s an obvious conclusion, although the Washington Post gets it sort of right, Software’s Benefits on Tests In Doubt: Study Says Tools Don’t Raise Scores.

OK, if I thought test scores actually proved anything, I might care about that.

But here’s what I care about.

Now, every time we talk about kids doing interesting stuff that involves a computer, we’ll get hit with this. Making movies, programming, blogging, collaboration, projects, kids making games, exploring virtual worlds, GIS, Google Earth? What are you thinking, haven’t you heard? Educational Technology Doesn’t Work.

Here’s what’s worse:
1. These publishers are getting off scot-free. Why is the USDOE not publishing the actual evaluation of the individual software products. Isn’t this public information? This allows individual publishers to hide behind the report. Didn’t we as taxpayers pay $10 million for this information?

2. The apologists will shortly come out. “It’s just bad implementation.” “Teachers need more support.” C’mon people, let’s speak the truth and make meaningful distinctions between educational software that pretends to replace teachers and technology that gives students agency and supports a learning community.

I hope everyone out there who is doing great stuff with kids and computers speaks up in the face of these headlines and shows what “educational technology” really means.

Sylvia

Update – here’s the study. It’s called: Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort. And guess what, the first sentence of the summary already says it’s about “education technology.” That’s just plain sloppy.