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Calling HS students – Global Debate Series

Student activists in Ghana This Fall and Spring, high school students across the U.S. and select countries will have the opportunity to participate in The People Speak: Global Debates. Occurring over ten days each in October 2007 and March 2008, students will organize public debates in their high schools and coordinate a global student vote on the debate topic.

  • October debate topic: lowering carbon emissions
  • March debate topic: water rights

The Global Debates are an opportunity to develop the skills of being a global citizen and informed community member. This seems like a great, authentic opportunity to use Web 2.0 tools to plan and organize debates, or even to have a virtual team organize a virtual debate.

In addition, participating students and their teachers will have the chance to win a trip for their six-person team (four students, two teachers) to a Global Youth Leadership Summit at the UN in July 2008. There they will meet students from around the world, tour the UN building, and interact with UN officials. Teachers will receive a special training on integrating global issues into their curriculum.

Visit thepeoplespeak.org for more details. The contest and debates are an initiative of the United Nations Foundation.

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Web 2.0 and historical perspectives

There’s been an interesting discussion on David Warlick’s blog about what Web 2.0 means, and is it really new. David Thornburg weighed in with some historical perspectives on the subject and the discussion really took off.

The historical perspective is important, but I think it got techno-centric very quickly. My concern is that we’ve already forgotten (or never knew) the history of what happened to the last education reform that starred technology.

Right now the concept of Web 2.0 in schools is in the hands of excited educators who have felt the power of learning something new and want to share it with their students and other educators. It’s a contagious, revolutionary feeling that we are on the cusp of something that will change the world.

This feels SO much like the 80’s, when computers first started trickling into schools. But the dark side is how schools, instead of letting educators show the way, turned to corporations and publishers to commercialize and pre-package the computer into school-friendly forms. It deprived students and teachers of authentic chances to program, to make music, and to create. Instead of the revolution in learning that seemed to be ever so temptingly on a permanent horizon, it turned computers into test prep machines that reinforced the way school “delivered” information to students.

The score: Technology – 0, “School” – 1

Now we have a chance to recapture the authentic use of computers for education. It is, however, just as likely that history will repeat itself, since schools tend to purchase “solutions” that meet administrative needs for control and search for ways to “scale” any innovation until it becomes a bland caricature of itself.

Those who don’t learn from history are doomed to repeat it. I hope that people who are new to educational technology as a result of Web 2.0 know that a whole movement of school reform started by technology pioneers had a tragic history, because its meaning was co-opted by corporations and the willingness of schools to give up their control of the educational process.

Maybe it won’t happen again, maybe the free/open source concept is a weapon that will help this time. Maybe we’re smarter, maybe we can stay more connected on blogger networks. But free stuff can be bad and mis-educative just as much as stuff you pay for. Lines of communication can become self-referential. The vigilance HAS to be on individual educators to stand up for what they believe in, and unfortunately vague, techno-centric Web 2.0 terminology is not much of a educational foundation to stand on.

As I wrote in a post a while back, the use of fill-in-the-blank 2.0 is what marketeers call an empty vessel. It’s a way to convey feeling without meaning, using words to convince a buyer that the product is good because the wording is so vague that everyone can write their own script. Watch carefully as school product marketeers co-opt the language of 2.0 and turn it on its head.

I’m not here to lecture people about what the right term is. Find your own — it’s the ownership that makes it concrete and actionable for each individual. Project-based learning, constructivist, inquiry-based, student-centered… whatever. But make it educational, not technical. Tell me what you believe, not what tools you use.

By the way, I’m guilty too! I’m not going to give up saying “2.0”–it’s way too convenient a shortcut. But I will try harder to say what I mean by it. That’s my Promis2.0.

Sylvia

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Summer Technology Leadership Conference & scary bike videos!

Just returned from CTAP Region 2 Summer Technology Leadership Conference at California State University, Chico. The conference was terrific in many ways, not the least of which was the devotion of everyone there to making sure that the attendee experience was top notch, from the sessions to the food!

The opening session was one of the best I’ve ever experienced – really different and an expression of professional devotion to teachers and students by everyone involved. The highlight of the morning was the tale of Paul Haas, Director of the Region 2 center. In May 2007, Paul decided to ride his bike around his entire region and blog about it. Despite having no long-distance bike riding experience or training, he decided to do it NOW, meaning that less than a month later, he completed a 775 mile ride in 7 days. Crazy? Maybe…. but along the way, he visited every county office of education, kept a blog with “handlecam” videos, cemented relationships, and collected over $50,000 in donated resources from sponsors.

Maybe every technology plan should include a little “crazy!”

In his first blog post, which echoes an open letter to the superintendents of the 134 school districts in the region, he outlines his goals:

I am preparing to embark on an interesting physical and professional challenge and hope that you might be interested in being part of it – or following along via the Internet. Beginning next Tuesday, June 19 and concluding June 28, I am going to attempt to ride my bicycle around CTAP Region 2 – the CTAP Region 2 Ride for Resources- hitting all nine county offices within approximately seven riding days. The trip is close to 775 miles and covers a variety of geographic areas – including mountains, high desert, the upper SacramentoValley, and foothills surrounding the valley. Basically, I am going to ride a ring around the region averaging 100 plus miles per day.

  1. End of the journeyCreate a Virtual Field Trip (VFT) of the nine counties within CTAP Region 2.
  2. Raise awareness of CTAP services and resources.
  3. Promote the CTAP Region 2 Summer Technology Leadership Conference (STLC) – approximately 200+ teachers attend annually.
  4. Build partnerships and sponsorships with companies/organizations that provide quality digital resources that support teaching and learning.

Paul says, “My job is to bring good people together so that good things happen.” The interesting thing is, this of course is not about technology. It’s about putting people together to do what’s right for children and education.

Scary downhill footage where he gets a flat tire and nearly goes off the side of a mountain

As Paul talked about his journey, it was clear that this was more than a physical challenge for him, it was an expression of the passion he feels about bringing technology to his corner of California (literally!) As he said, “It would have been good to have trained for this!” — don’t we all feel that way, but do what we have to do anyway?

Some of Paul’s thoughts along the way:

Day 1 – 151 miles. 6,000 foot elevation change. “Gravity sucks!”
Day 2 – 105 degrees
Day 3 – going to die
Day 4 – all is well, clarity achieved
Day 5-7 – Region 2 is all about the people and personal sacrifices we make

For next year, they are working on creating a website called Variations on a Theme. The concept is to start with a Garageband track of the famous Pachelbel’s Canon (also known as Canon in D major) and allow students and teachers from the region to add anything they create to the site, including music, writing, videos, or anything anyone comes up with as a variation on this theme. Very cool idea!

After lunch, the sessions started. I was there to facilitate two sessions about GenYES, which is one of the EETT grant projects running in two of the counties that make up Region 2. Five schools just finished their first year of having GenYES students help teachers use technology in their classrooms, and these teachers shared their experiences with everyone else. It was great to hear once again how the GenYES model had unexpected positive benefits for students and teachers alike. All five schools had excellent results and are coming back for the second year with innovative ideas for continuing to expand what students can do to help integrate technology into every classroom.

The new California EETT just added technology literacy to the requirements, so we talked some about TechYES and how student projects in any subject area can meet these requirements. I was also really happy to be able to show everyone our recently updated TechYES portal. The TechYES portal has freely available resources for middle school students doing technology projects, in addition to resources for TechYES teachers and peer mentors. I’ll write more about that soon, after we finish all our summer updates to the site and tools!

For those of you outside California, the CTAPs are the regional educational technology service centers that help districts and schools plan and implement educational technology. CTAP Region 2 is a large region comprising the northeast most part of the state. Fun facts:

 

  • CTAP Region 2 comprises 19.4% of the total land mass of California but is home to only 1.7% of the state’s population.
  • Region 2 is about the same size as the state of Maine or the state of South Carolina.
  • From corner to corner Region 2 spans about 300 miles and requires about seven hours to traverse by car.
  • In Region 2, there are 26 persons per square mile. The statewide average is 217 persons per square mile.

 

 

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Second Thoughts on Second Life

When I joined the group of educators in Second Life called the CAVE (see previous post) I promised myself I would do two things: 1) approach Second Life with an open mind and 2) write about it along the way.

I have written about it to some extent (another previous post, My First Second Life Lesson), but it still feels like I have a long way to go. The last dozen times I’ve been there it’s been a very frustrating technical experience (freezes, crashes) and very little real time to do anything interesting. Even when it works, it still feels like a place that is looking for a use in education, or just reminds me of the dozens of other places I’ve hung out at in my long life online, like Tapped In or various text-based virtual worlds.

My thinking has somewhat crystallized around 3 topics:

  • Second Life as a place for professional development (vs. professional collegiality)
  • Second Life as a place for learning with K-12 students (have to save for next time!)
  • Second Life as a platform in general (another next time!)

I apologize in advance for the length of this post. It’s both too long and too short. Too long for a blog, too short for real insight. It’s a work in progress, and I only really got to one of my intended three topics. so please forgive me!

And finally, to gain any REAL insight and perspective, I needed to re-read more seminal works in this area. I’m still working my way through some and I’ve written about them at the end of this post. It’s easy to get carried away with small technological advances, and think about Second Life (or any currently available 3D virtual world) in a vacuum. But why not stand on the shoulders of giants? So if you want to skip my musings in this much too long blog post, jump down to the end and read some of the people who really count in this field!

Professional development vs. professional collegiality
It’s been fun having nice chats with educators in Second Life, some random, some planned. I can really see the need for educators, who are a traditionally isolated profession, to bond in new ways with other like-minded individuals. Like many conferences, I’ve found that simple conversations and random meetings with new people are more interesting than the formal events. This is more about collegiality than professional development. Also like many conferences, the format of formal events is even much more instructionist than in real life, simply because of the limits of the interface. Sitting in a virtual lecture hall is hardly revolutionary, even if you do it wearing wings or a cat costume.
Isolation of professional development from professional practice
Professional development, in my opinion, has to have a component that links back to your actual place of professional practice, and for most teachers, this is a classroom. Lectures alone cannot be professional development, even in real life. Professional development to me has to include professional practice, and unless you are learning to teach in Second Life, it seems like a distancing element, rather than one that enhances professional practice for a classroom teacher.

For K-12 educators especially, Second Life constrains any educator/student relationship because of the age regulations. The forced separation of teachers and students, except for isolated instances, creates an experience that is further distant from the teacher’s own classroom. For professional development to be ultimately successful, I think that it has to re-integrate at some point with the teacher’s actual professional environment, which is the classroom. Second Life offers a dead-end in that regard. (I’m planning to write more about the age separation issues later!)

Collegiality – it’s a good thing!
I think Second Life used as a professional collegial environment is terrific, but similar to other such environments such as Tapped In–in other words, not terrible, but hardly revolutionary. I know, I know, there are people who love it and have learned a lot. You can certainly learn through collegial interaction with other professionals, and really, there should be a lot more opportunities for teachers to do that. But counting on Second Life as a platform for more than just voluntary, informal collegial interaction seems premature at best.

Some people are going to be taken with the fun of flying around or visiting virtual museums, but many more are going to be put off by the “bleeding edge” aspect of constant freezes, crashes, high bandwidth demands, and the difficulty of simply moving your avatar around. At this point, I think the constraints of the platform overwhelm any advantage as a reliable professional development environment for educators.

In addition, what early adopters of any new technology often fail to realize is that the things that hook them about new technology are exactly the reasons the next wave of adopters will hate it. The high-risk, high learning curve, first-to-market excitement that is so attractive to early adopters is like a big red warning light to the next wave. Enthusiasm for the new new thing has a short shelf life, and most people are quite willing to wait for someone else to shake all the bugs out. So while Second Life as a professional development platform may be just the ticket to rev up the engines of early adopters, the rest of the educator population is going to look at every crash, every naked avatar that shows up in the middle of a meeting, and every interface quirk as confirmation that technology is not ready for real classrooms or worthy of their time.

The S-word
Second Life is primarily a platform for adults to explore their sexual identity. Ignoring the overtly sexual nature of Second Life is like going to a strip club and then wondering why there are naked people there. The owners of Second Life, Linden Labs, have expressed their support for education, and have discussed their intent to provide more educationally appropriate worlds. However, this is a business model that has to work for them and it’s not going to be driven by education no matter the best of intentions.

It’s perfectly fine to explore Second Life as a platform for different kinds of professional interaction, but getting married to specific features or its proprietary scripting language seems short-sighted, given that the platform will always be tuned to make more money from the primary function of the world, which is sexual in nature.

Epiphany as the ultimate educational goal
Finally, I can see that people who get deeply excited about Second Life have had a life-changing experience, a learning epiphany, that they want to evangelize. I have the feeling that it’s not a function of Second Life that they find transformative, it’s the experience of learning something that’s hard fun that clicks for them. I know that when I found programming, it did the same thing for me, and even after 30 years, I still have difficulty not yaking about programming as a transformative experience that everyone should be doing.

Learning ABOUT Second Life is different than learning IN Second Life, but the two get conflated. Learning to navigate in a new world and becoming an expert in something that very few people know about are heady experiences. The experience of learning Second Life also tends to confirm what many educators feel about learning, that learning by DOING is the way they learn and the right way to facilitate all learning, adults and children. Dusty research articles and ed-psych terms that were meaningless in grad school suddenly come to life. The excitement of learning, and of sharing that experience with others sparks ideas and interests in learning more, sharing more, and evangelizing.

Even now as I share my doubts about Second Life, I would NEVER begrudge someone else their epiphany. I hope educators who are having transformative experiences in Second Life continue to share them with others, but realize that it’s the epiphany that counts, not the vehicle. Providing multiple avenues for such learning epiphanies, for both educators and children, should be the ultimate goal, not to force others to re-experience your own personal transformative event.

Re-reading seminal works
Back when computers were first connected to each other, some of the earliest uses were text-based chats and virtual spaces where people could hang out. I’m even so old that I had access to ARPANET when I was an engineering student at UCLA. I think I’ve had the same conversation in Second Life as I did on ARPANET with teletypes chattering out one line at a time. (Where are you? What time is it there? What do you do? How’s the weather?) I think the only conversation I’ve had in SL that I’ve never had before typically starts out, “where did you get your shoes?” and I probably have enough of those in real life anyway!

People really aren’t that complicated, and it doesn’t matter if you can “see” an avatar or not. Imagination can fill in most blanks. Believe me, there were text based and 2D long-distance love affairs, people who were “addicted” to dial-up BBS worlds, spats, identity crises, crazy times, and serious discussions. There were people who could program fairy-tale lands full of unexpected surprises around every corner, using scripting languages that had no user manual and no relationship to any known programming language. It was just as fun as Second Life, really!

There were also serious researchers who took on the job of documenting this new culture like anthropologists, predicting where it would go, what impact it would have on human culture, and how it could be used for education. No serious consideration of Second Life would be complete without re-reading these works. Here are just a few I’ve been reading — I’m sure there are many more.

The Second Self: Computers and the Human Spirit by Sherry Turkle. I took this off my bookshelf a while back and re-read it. Written in 1984 (and she worked on it for 6 years before that), this book is about identity and self in the age of the computer and specifically talks about children and computers. Even the chapter titles are timely, “Adolescence and Identity: Finding Yourself in the Machine”, “Hackers: Loving the Machine for Itself”, “Video Games and Computer Holding Power”, for example. It’s tempting to try to explain the book in a few sentences or link to Dr. Turkle’s wikipedia entry (ok, here it is), but really, it’s a book you have to read for yourself. (If you buy a new copy, be sure to the the 20th anniversary reissue.)

Life on the Screen: Identity in the Age of the Internet  Written 10 years later, this book continues her ethnographic exploration into computer culture and human identity. This book could be written about Second Life, and has some really interesting early insights into people using virtual worlds to try on different identities, genders, and personas. (Sherry Turkle website)

Tapped-In. A virtual world for teacher professional development since 1997. Research conducted in and on Tapped In is extremely relevant for Second Life educators.

MOOSE Crossing – PhD project of Amy Bruckman. (Dissertation) This virtual world was designed specifically for children and research into Seymour Papert’s theory of constructionism within a virtual community. A terrific read!

“The central claim of this thesis is that community and construction activities are mutually reinforcing. Working within a community helps people to become better dancers/programmers/designers and better learners. Conversely, working on design and construction projects together helps to form a strong, supportive community.”

and

“In research about the Internet, too much attention is paid to its ability to provide access to information. This thesis argues that the Internet can be used not just as a conduit for information, but as a context for learning through community-supported collaborative construction. A “constructionist” approach to use of the Internet makes particularly good use of its educational potential. The Internet provides opportunities to move beyond the creation of constructionist tools and activities to the creation of “constructionist cultures.”

Tools for Thought: The History and Future of Mind-Expanding Technology – Howard Rheingold wrote this series of essays in 1985 about the pioneers of the computer age, from Ada Lovelace and Charles Babbage to Alan Kay, Brenda Laurel, and many more. I have a newer edition published in 2000 that contains what Howard calls a “retrospective futurism” where he re-addresses his predictions in the light of what really happened. Before I went to see Alan Kay speak at Educomm in June (that post here), I pulled out Tools for Thought and read the chapter “The Birth of the Fantasy Amplifier”. The perspective gave me a different lens with which to view Alan Kay’s speech. Even though he was talking about the One Laptop per Child global initiative and the programming language Squeak, the seeds of the “Fantasy Amplifier” concept that fueled his many contributions to this field were evident.

Seymour Papert. Even though Dr. Papert didn’t specifically focus on virtual worlds, he’s the father of educational computing and constructionism, and is a key link between everything I’ve mentioned here. I think I’m going to have to save that discussion for later, since this has gotten WAY too long! But here’s a link to some of his articles and speeches that exist online. His three books, Mindstorms (for researchers), The Children’s Machine (for teachers), and The Connected Family (for parents), are also amazing and have changed the way many people view the computer as a “tool to think with.”

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Teaching as Leading

“Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token to save it from that ruin, which, except for renewal, except for the coming of the new and the young, would be inevitable. An education, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their choice of undertaking something new, something unforseen by us, but to prepare them in advance for the task of renewing a common world.”
Hannah Arendt, Teaching as Leading
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Technology-enabled service-learning projects, a perfect partnership

Toolkit imageMany technology-using educators realize that technology is not something you can teach in a vacuum, but that providing students with context and real-life projects makes learning come alive. Web 2.0 tools can greatly increase student ability to collaborate in global projects or develop their own voice by participating as equals in local projects. This means students can go beyond “tech skills” to authentic learning and citizenship that lasts a lifetime.

Marrying tried-and-true resources and research with new technology means that you don’t have to reinvent the wheel for every aspect of student projects. Having a well-established project to participate in may also alleviate some of the access issues that arise when introducing new technology tools for student use. It’s harder to argue that blogs or social networks are just time wasters when they are being used to discuss cultural issues with students in Tibet, or say that student email is unnecessary when students are key members of a city-wide safe water campaign.

One of the best collections of resources for connecting to or creating projects that can change children’s lives forever is the National Service Learning Clearinghouse website.

As an example, the National Service Learning Clearinghouse has a new K-12 Service-Learning Project Planning Toolkit available for download. This free PDF contains resources, guides and worksheets to help you and your students implement a well-organized project, including:

  • Choosing a meaningful problem for your service-learning project
  • Linking to curriculum standards, citizenship and social-emotional goals
  • Developing an assessment plan
  • Implementing a high quality service-learning activity
  • Designing reflection activities
  • Organizing a culminating event

This website provides a wealth of resources, funding sources, and links to projects that are perfect for Web 2.0 and technology-enhanced activities.

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The both/and solution to tagging vs. sorting – Google docs update

I’ve posted before about Google Docs and Spreadsheets, and also about the “lookup” feature, which I believe has the potential to revolutionize how we think about data representation by feeding real time searches into spreadsheets.

Now Google has added folders to their main Docs interface, which is very helpful once you get past more than a handful of documents. It is a nice way to organize docs by student, teams, professional vs. classroom docs, or any other organization scheme. Google docs did have a tagging scheme, but apparently people want to sort by dragging, not tagging, and Google listened. Interesting — is this just people hanging onto an outdated metaphor? Or are folders simply a personal folksonomy in visual form?

But Google is a “both/and” kind of company, so they didn’t draw a line in the sand and say, “you will use tags and you will like them!” They simply changed the interface, so that when you drag docs into folders, it automatically tags them. Plus, you can have the same doc in several folders, which is essentially the same as having multiple tags on the same document. And they made it pretty too!

The latest update is explained nicely in TechCrunch, but if you want it straight from Google, their announcement is here.

Google docs interface

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One-to-one Laptops is Hard, Right?

A few weeks ago I met Martin Levins for the first time, even though we’d been email pals for some time. Martin is the Director of Information Technology at The Armidale School in New South Wales, Australia, and uses TechYES – our student technology literacy certification program in his laptop school.

The following article by Martin appeared in the Anywhere, Anytime Learning Foundation July newsletter, and both AALF and Martin have agreed to allow me to republish it here. I find the emphasis on in-depth preparation and “learning, not the laptop” refreshing, and resonate with his own personal learning being enhanced by writing for an authentic audience. Life-long learning indeed!

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One-to-one Laptops is Hard, Right?
by Martin Levins Director of Information Technology, The Armidale School

That’s what I get asked when I tell colleagues and other educators that our school has embarked on such a program. This year (2007), in our 600 student K-12 school, we gave out laptops to all students from grades 3 to 12 and one thing that has really surprised us has been how well the program has gone. Our school adopted an approach that was learning-driven, backed with three years of laptops supplied to teachers with carts for class work, and an opt-in lease program for parents. Our infrastructure had undergone a refresh of both switch gear and wireless coverage so we were ready; only a refinement of our management policies and procedures was needed. And we’re still learning here: while software and hardware are common to projects of this type, people, procedures and policies, this human “wetware,” is very much peculiar to a given institution.

Our preparedness was boosted by the level of executive commitment from the headmaster down. Backed by teachers and students who wanted more, this was an essential paving stone on the road to 1-to-1. Of course, it wasn’t all teachers who were ready to go; waiting for all to come on board is like waiting for Godot: it’ll never happen. It sounds harsh, but they’ll either adopt or leave. To help them with this decision, I had adopted the mantra of “changing, and staying the same,” asking teachers to really think about what they are doing, and since 2004, the discussion in the faculty lounge turned from sports scores to what makes effective teaching to, eventually, what makes effective learning.

Initially, teachers can be easily seduced by the wow factor, although that rapidly fades as (good) teachers realize that gloss doesn’t really make up for a lack of preparation or understanding. They take longer to realize that many of the shiny tricks are simple one-button mouse clicks and largely irrelevant.

An English teacher may worry that he, unlike his students, can’t make a transition that flips between two video clips. He perceives that he is somehow deficient, but good teachers are not deficient in their craft, irrespective of their IT ability. So a teacher can turn this situation around, asking the student showing such an effect, “How has that transition advanced the narrative,” shifting the focus away from the technology and back to the learning.

We’re noticing similar changes in our students as well. Lots of people talk about student voices: how students now have the ability to express themselves graphically, but we’re noticing more than this.

A ninth grade science class was working on the importance of binocular vision. One student generally described as “not capable of much” by many teachers grabbed his laptop after class and used the built-in camera to record his catching success with both eyes open, compared to one eye closed. He put the resultant Quicktime video onto his iWeb generated website (all of our students are provided with their own website).

Now here is the genuine wow factor: a student doing real science, designing his own experiments. Someone who is “not capable of much” doing real science in his own time, continuing his learning at home. Exciting, huh?

We’re seeing similar things with students writing more because their podcast sounds lame, but also writing less because their movie is too long. This apparent paradox is explained by Blaise Pascal: “I would have written a shorter letter, but I did not have the time,” meaning that writing concisely takes longer. Students asked to build a thirty-second advertisement have to do more thinking than one asked for a “five or ten minute” video. It also takes the load off the network!

I’ve found myself benefiting greatly from this approach as well. One of my “other” jobs is education columnist for Australian Macworld and I prepared for our rollout by writing columns on the infrastructure, management, pedagogical, and financial issues surrounding a 1-to-1 program.

The discipline imposed by writing for an authentic audience really made me refine my thinking about our upcoming project, reinforced the importance of reflective writing and helped me model what I wanted my students to do.

Reckon you can’t afford 1-to-1? You can: if the argument is compelling enough, you’ll find the money.

 

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Constructivist Celebration Slideshow

Hello folks who attended the Constructivist Celebration before NECC 2007! This is a slideshow of the photos I took during the day at the Atlanta Botanical Garden. If you have photos you’d like to share, you may post your links here, or tag them if they are on Flickr.

(constructivistcelebration07 constructivistconsortium07 necc07)

Created with Paul’s flickrSLiDR.

If you see a photo you would like a full size copy of, email me: sylvia at genyes dot com.