Don Collins: Leading a Digital School

Don is principal of Coburg Senior College and questions the use of technology in education, calling this: "The emperor has no clothes"

Many things needed for innovation, but he values reflection most.

He sees problems such as "I can't assess - I'm too busy correcting". We don't focus on the right things. "We talk too much, we value control over participation, yet we are the sole solution to change in the classroom"

He urges us to do something about centralisation and passive, industrial learning.

More on "kids are good at technology" (OMG - more Prensky) and (disturbingly) more on "The technology is good we should use it", but isn't this the point of his talk?

But, a good question: "Why aren't we doing what we ask the kids to do?" The "eating your own dogfood" argument

Let's look at different search engines! Hmmm, But, Who knew of Boolify? Using boolean searches in Google.

(aside: isn't it interesting how many times people use "actually" when they are explaining technology?)

He revisits the whole idea of control of networks using the "network nazi" approach, but it's not really as simple as that (and I wish the dialog would get beyond the playground like slanging match)

(rant)

He (and other heads) need to understand that, whilst there are nazis out there, a dialog needs to be started so that the principal isn't sued for having a porn site broadcasting from the school server because someone didn't want to use a complex a password.

I'm all for freeing up access, but it just isn't as simple as saying "let's open everything"

(rant off)

Wonderful to see his application process on the school's website, and their "moving media" approach to subject handbooks.


0 comments

Garry Putland: Leading a Digital School

Garry has been Senior Manager EducationAU (until its recent subsuming to Education Services Australia) and now has his own educational consultancy.

What issues exist in Systems Nationally and globally.

"It's important that I come down to your level" Hmmm. Interesting choice of words.

He plans to address challenges, trends perspectives and leadership.

He asks the audience who has Facebook, twitter and so forth. Approx 25 or so have the trifecta of Facebook, Twitter and LinkedIn, fewer as he goes further, but a lot who have contributed to YouTube (although not necessarily all socials)

Strange that of the 300 or so attendees at "Leading a Digital School", only 10% or so have had experience in these areas. Shows that there is a lot of work to do, and good on those who have come to learn.

More on classroom structure and their constraining effect on schools, and the dreaded "21st century learning" (why do only review education every 100 years?)

Interesting view: implies that the first thing marketers would do is to know their target market. Good point.

Photos of kids using mobile phones. OK I get it now ;-)

He refers to the ATSC consortium of Microsoft, Cisco, Intel and 6 countries, hosted by UniMelbourne trying to develop definitions of what 21C skills are and how we could assess them.

Wow, suggests that programming is a good thing to do for Maths and problem solving development. Can you spell Papert?

So, let's try to define a Digital School. Great.

His checklist is here:

  • Stacks of technology
  • Engaged Learners
  • Transformed teacher practice
  • community agreed vision
  • Open and Collaborative environments
  • Innovative delivery of curriculum
  • Flexible Learning spaces

But stacks of technology is not sufficient. (Puentedura's work is really apposite here)

He proposes a change to student owned, always connected, reliance on NBN. Bypassing existing networks is already happening. (See ACER press: "Networking the School Community")

Such a shift implies that we shift our work from preventing student's accessing stuff (or pretending that we can) to preparing them (discriminating, seeking of relevance, resilience)

His trends to watch (he has contributed to Horizon reports)

  • Shift from instruction to learning
  • Emphasis on collaboration
  • Mix of physical nd virtual environments
  • affordability of portable devices
  • IWB, VR, robotics
  • QANTAS club model - "fit for purpose" furniture

Globally, Finland, who seem to be leading reconceptualising what schools are, and Denmark, where computers are allowed into final year exams. This latter means that exam questions have to be structured and phrased differently, and this has had a flow-on effect to teaching.

Is this the new "teaching to the test"?

In the UK, where BECTA has been folded, technology is assumed, parents are to be reported to online, buildings redesigned, and they have a Minister for Digital Inclusion, who oversees laptops to poor families.

Despite the UK habit of testing and testing (and testing) their performance is lacking. Does this remind you of No Child Left Behind in the US?

Julia are you listening? (and not to Joel Klein)

Lots of countries around the world with an emphasis on connectivity: China's broadband to 95% of schools, open schools in India and so forth.

His national perspective take has produced siloed and "reform weary" people who concentrate on, say, the purchase of computers, and not on the general holistic dialog where the framework can be adapted to creative learning, rather than slavishly followed in the same way we've always done it.

He talks similarly of systems that impose structures such as Ultranet that create problems for schools who want to be agile, and compares Learning Management Systems (instructional emphasis and perhaps on the way out) and digital portfolios (learner emphasis, whole of life learning)

Systems that ban stuff create issues (we all know about those) but perhaps we should be in conversation with all parties, including parents to share the risk.

Lastly: AICTEC's Making change happen document

0 comments

Michael Hough: Leading a Digital School

Michael Hough - professorial appointee to lots of places.

He looks at "Transparent Democracy" touching on lots of stuff: governance, the futility of trying to control, the perception of the school by community, and the varying perspectives thereof, hence "everyone will whinge".

Kids must look at us with some disdain: "you've really screwed the financial system haven't you?"

Everyone is being scrutinised, because ICT has enabled access to data that gives rise to questions that couldn't have been asked before. Accountability becoming more and more significant.

Our schools need to manage these perceptions by managing the data out. Coping with the inevitable exposures.

He sets the scene for change displaying a slide showing what happened 25 years ago, and comments on the parlous state of Australian Politics (with rather bitter comments directed to NSW in particular)

"Teachers need to be futurists": wow. Like this.

"Three waves of the relationships between technology and Society:
  • Survival (agrarian)
  • Production (industrial)
  • Knowledge (information)
At last - someone who agrees that kids are not good at getting info. In your face Digital natives!

They may be able to get to stuff, but this is not information. They aren't aware of the "digital tattoo" left behind.

Refers to the Dr Phil video on YouTube http://www.youtube.com/watch?v=8G7FSZNhP1o

He proposes that we do not accept that young people are sophisticated users, particularly in ethical and moral areas. Nor do they have an appreciation of relevance of data.

Research data implies that kids assume that search engines understand their query. Not surprising as they are used to the idea of people telling them stuff and not having to work it out by themselves.

ABS adult literacy and lifeskills research data (collected 2006 and published 2008) shows that 46% of aussies were below satisfactory in prose literacy, with problem solving literacy at 70% below satisfactory.

Perhaps all those who are satisfactory are on radio callback programs ;-)

Does it help that parents are now helicopters? Kids are protected? Cosseted?

Does it help that it took 25 years to get rid of firemen on diesel electric locomotives in NSW?

What are the important processes in your school? Can you get and provide data for these added values to counter the "Facebook or MySchool" disinformation.

Closing: Michael loves puns


0 comments

Leading a Digital School 2010

In Melbourne, Crown Conference Centre

(no jokes about gambling on educational outcomes please)

This conference is getting bigger—probably 300 in the Keynote given by Michael Hough. (good to see leadership getting this sort of support from schools)

#IWNnet10 is the twitter hashtag, but only 15 or so put their hands up as tweety persons.

Everyone has an Ipod Touch. Conference details, program etc all preloaded—good on you Apple.

Audience response system shows that most have come from the Government school sector, with the split Gov/NonGov schools approximately the same as National (60 something percent Government)

Have a squiz at the Conference Ning

0 comments

AIS IT Managers - Jeff Mao - Maine

Jeff is the Learning Technology Policy Director for the state of Maine in the USA—the first state to adopt a state wide deployment of 1:1 laptops, intended to go from year 7 to 12, but currently only middle school.

He talks of the SAMR system, which describes processes rather than labelling people as beginners and advanced.

Hence:
  • Substitution which means that we replace existing processes with their electronic equivalents: using a word processor as a typewriter.
  • Augmentation: you now use spelling and grammar checking
Both of these have effectively the same outcomes as before. Nothing has changed
  • Modification: tasks are modified to take advantage of technology. So, whereas before, we may have been able to do some peer assessment in class, students can now, say,read and comment on more than one peer's work on a blog or wiki, hence we can get a lot more feedback
  • Redefinition: rather than write research papers on some persons, let's compose or contribute to a wikipedia page. This redefinition allows much better approach to "doing" the subject rather than the "air guitar" approach criticised by Alan Kay.
Hence, the design goals:
  • provision of 1:1 means IT use when and where it is needed and this decision is taken by the learner. (His examples are predominantly about looking stuff up however)
  • no student to be without laptop for more than one school day
He moves from this premise to the concept of a RFP (Request for Proposal) issued to providers, where you ask for a solution rather than a price. He suggests you ask for Service levels and Functional requirements such as "I need tools to teach the analysis of data" (Forgive me, but I've not come across many vendors in Australia who can respond to this sort of question—most of them are box movers, and you can't really criticise them as they are often working on a 5% margin)

    His point that one provider means "One throat to choke" is a good one, but there are few throats in Oz.

    He continues with good, solid advice re deployment (similar to my plan at TAS), but I was disappointed that we saw little in the way of learning - although he is at a Manager's conference!

    He finishes with the importance of communications with the stakeholders, including Digital Citizenship (CommonSenseMedia) as parents only access to information is via the TV news, which often only reports the bad things (really?)

    This is part of the idea of shared leadership and vision. Can you identify your goals? Or are the laptops there because some government gave you some money?

    Getting this right means that measurements of success are easier


    Some relevant links


    0 comments

    Association of Independent Schools IT Managers Conference

    A bird's eye view of 1:1 computing at TAS


    Year 12 Design & Technology

    The wiki/blog/calendar/email list for this class can be viewed here
    Class wikis

    All teachers can create their own collaborative sites with one click. See some examples here (note: some can't be viewed without a valid ID/password pair. Have a squiz here


    Year 9 English Documentaries

    A teacher's perspective: what was aimed for and what was achieved
    Two students' final works and their thoughts on the work they did. Viewable here

    1:1 stuff

    • What if you combined several subjects and concentrated on one project that met all the curriculum needs?
    • What if you had a student negotiated project approach?
    • Would you find it hard to fit everything in or would you have an embarrassment of time, with year 7 kids curious to learn way beyond their years and demonstrating that they are capable of this?
    • What if you had a compelling product with an authentic audience?

    Lot of ideas here


    Specifically:

    1. The Engagement project
    2. 10 steps to building better ICT
    3. What they don’t tell you about ubiquitous computing in schools
    4. Authentic Assessment using Web 2
    5. Leopard Collaborative Services
    6. To1to1.pdf (A series of four papers, written in 2006 for Australian Macworld (republished with permission), explaining Infrastructure, Management, Finance and Philosophy)


    0 comments

    ACEC2010 - Gary Stager

    "Always provocative, always controversial." - the introduction to Gary Stager.

    It's Gary's 20th anniversary of working in Australia and he promises to dispense some tough love.

    He criticises Rudd's "revolution" because it doesn't tap the resources of the true pioneers (referring to the initiatives of MLC et al), and refers to Seymour Papert's call at the 1990 WCCE in Sydney "Why are we still having conferences abut computers in education?"

    He refers to the "no time... to take the tranquilising drug of gradualism" qote from Dr Martin Luther King, and showcases a Cisco (US) commercial that shows "one bunch of kids waving to another bunch" over video link, from a classroom that looks like every classroom from the 19th century (the one difference is the video conferencing gear).

    His comment that "school is a technology" begs several questions such as "are standardised tests or Interactive Whiteboards good for children"? (largely referring to those who ask if there is any research to support laptops in education)

    He criticises the majority of usage being "looking stuff up".

    He bags Web2.0 (or the teaching of how to use it) not a saviour - good stuff should "just work"

    "to understand is to invent" - Piaget - the basis of constructionism, but we see the robot ballerina again (hasn't everyone seen this by now?) It's a great video and illustrates well the ideas of how we can teacher left and right as well as friction, gearing, spatial, feedback etc, but would be good to see another example as it looks like this is the only time that this sort of thing has happened

    Should we adopt an Artist's aesthetic: beautiful, thoughtful, personally meaningful, sophisticated, enduring, moving?

    ""Having agency over the computer is essential to any discipline"

    "National Curriculum is a psychotic delusion"

    Classic Gary - perhaps a bit more reflective, which is what he wanted to achieve.


    0 comments

    ACEC2010 - Sylvia Martinez

    Sylvia started as an electrical engineer and worked on the GPS system, remarking that she learnt a lot from that process.

    Specifically, she worked on the software that the hardware didn't exist for—but the idea was that the development would continue and would be ready when the software was finished.

    This is an example of why teaching for the now is totally inappropriate.

    She points out that, if "professional development" has been going on for years, and we still say we need more of it, perhaps we're going about it the wrong way.

    This leads naturally to a discussion of the Generation Yes program, of which she is president.

    Her proposal that 92% of all schools' populations are kids, why not engage them in supporting IT?

    The problem is that teachers' perceptions of their role is exactly the opposite to this proposition, so let's overcome this by ignoring it.

    If the students are involved, then there's the opportunity to have minimal waste (especially f talent and passion).

    National School Board Association in the US survey showed that non conformist students are the ones with the most friends on social networking sites, the most influential in school, the leaders.

    We're leading towards the concept of community and how kids can be part of something. Not a new concept, but when we talk about Digital Citizenship, we are talking about a two way street and one that involves responsibility and trust and sharing control.

    Sylvia quotes a student who was worried about losing control of the project she was involved in (mentoring peers).

    Sounds familiar?

    The advice given by Sylvia and her team was to let go a bit and see what the "class" can offer themselves.

    Many teachers are in this same bind.

    Like a lot of topics in educational technology, ICT or whatever it's called this week, the issues are really people centred.

    It doesn't matter whether we're talking about "classroom rules" or how to record a TV show (or whether we should do that).

    0 comments

    Apple Distinguished Educators, Sydney

    ADE camp Sydney (College Street Museum)


    Steve Doyle, who manages education technologies for Apple Australia, introduces, Maxx Judd, Ivy, Geoff Vardy, David Maclean, but not Annie Agnew (yet) who has pulled this event together, referring to her specific role later.

    He recounts his experience with the Apple Distinguished Education program, and the ADE program in general, recounting its growth from 25 or so to the 100+ current members.

    Annie Agnew now speaks, re-introducing the Australian and NZ team.

    The iPhone app (web-based) is demonstrated, then Maxx Judd, the US based head, talks about the extent of the program worldwide.

    He talks about what the program is, and what it isn't. Most importantly, it's not being an Apple spokesperson. (It's also not about getting free product either, I might add)

    Icebreakers

    His "Yes, But…" turning to "Yes, And…" turns the tables on the "devil's advocate" approach which tends to stifle creativity and prevent progress. This is from Pixar and now adopted by Apple Inc.

    Similarly, "embracing failure" asks what word we use when we make a mistake. One side of the room does this (with predictable results) The other side of the room are the mistake makers.

    Tables turned and we use success words to acknowledge failure: celebrating failure.

    The "story spine" activity takes 5 "volunteers" who tell a story using "Once upon a time, Everyday, but one day, and because of that, and because of that, and because of that, Until finally, and ever since that day, the moral of the story is…

    Maxx announces that over 1700 ADEs exist worldwide and encourages partnering and the building of community and that ALI will disappear, (it's not a true social networking space), being replaced by a new, localised tool by this Christmas. (can you spell iTunesU?)



    0 comments

    Does writing = penmanship?

    Many have voiced concern about the potential influence that laptops may have on writing, and there has been some debate as to the effect of computer use on handwriting tasks such as those used in final, matriculation-style exams.

    Most recently, WIlliam McKeith, executive principal of Presbyterian Ladies College Sydney and Armidale, wrote about this in the Sydney Morning Herald.

    He echoes (sorry) Umberto Eco's comments in the Guardian, and laments the loss of handwriting, but, I believe these arguments confuse penmanship with writing and are based principally on nostalgia—neither offer any research basis for their claims.

    The very nature of change suggests that effects (good or bad) will take some time before they surface. Hence major, longitudinal research has been a little thin on the ground, despite many smaller surveys and tests that have demonstrated successes with laptop use for writing improvement.

    As many would be aware, the USA state of Maine provided laptops to all of its middle school students in 2002, and, last year, the University of Southern Maine released its 5 year study into the effects of the provision of laptops on writing, with particular reference to that state's standardised testing tool: the MEA.

    Referenced at http://www.k12blueprint.com/k12/blueprint/story_good_news_from_maine_about_the_impact_of_laptops_on_writing_skills.php, the summary of the report is as follows:

    "According to a recent research report by the Maine Education Policy Research Institute (MEPRI) at the University of Southern Maine, the use of laptops improves scores on writing skills assessments, that more frequent use is linked to higher scores, and that writing skills of laptop users transfer to writing without a laptop.
    In addition to looking at test results, the study reported on student and teacher responses to a number of questions. Students were asked to provide information about their laptop use – whether they use the computer for drafts and final copy, final copy only, drafts only, or not at all. The researchers found that 21% of the students who did not use their laptops in writing met the state proficiency standards, as compared to 43.7% of the students in the “best use” group.
    In other words, the percentage of students meeting Maine’s writing proficiency standard doubled when laptops were used for drafts and final copy."

    And, most importantly:

    "The study also found that writing scores improved for all students regardless of whether the MEA was administered online or with pencil and paper. Clearly, laptops in classrooms helped students become better writers in general, not just better writers while using laptops."


    The full report is available from the University's website

    I recommend this document to assist us all in understanding the complexities of student learning (in the context of writing tasks) and to provide some hard research data as to the efficacy of computer use.

    0 comments

    AIS IT Integration Conf 2

    Michael Furdyk of Taking IT Global, keynotes.

    He shows an autobiographical video, showing how he and "coolgirl" Jen formed Taking IT Global, then introduces the theme of the conference "eConsumer or eProducer" reminding us that even early computers such as the Commodore 64 allowed you to produce.

    He credits his successes to the early experiences with software and failure. (His early mydesktop.com venture attracts over 1 million visitors by late 90's)

    Points out that World of Warcraft and Second Life virtual worlds is where entrepreneurism is flourishing now with real economies: in 2009 expectations of USD1 billion turnover.

    His intent when launching takingitglobal was very much like an early Facebook, but with social responsibility and support as focus.

    Now with 200 000 members (membership is optional) from over 200 countries, his focus shifts to non-English content, and, using knowledge gained from working with kids, generating a Teacher oriented site.

    Toronto school kids can get up to a year's credit for working outside the classroom.

    Such action is supported by "guides to youth action" booklets on the TIG site and cityname.tigweb.org where regional/country specific information can be sought and shared.

    90% of students who drop out in the US are passing grade students who are bored (Bill & Melinda Gates research).

    Hence simulation games on TIGgames such as "the orange revolution", "the cost of life" (in Haiti (sImilar to the Sims) which have proven wildly successful. (what subject are does this fit into ;-)

    Some other sites mentioned:

    thatsnotcool.com

    www.howadultareyou.com

    treadlightly.me

    He quotes a recent study of the impact of the TIG movement:

    • 74% now perceive that they can change the world
    • 54% more informed
    • 50% have taken action
    • 63% have been inspired and
    • 44% have had their lives changed
    A tweet at the end:

    "What sort of world would we have if we had more Michael Furdyks coming out of our schools? What do we need to change to allow it?"
    Sums it up well

    0 comments

    AIS IT Integration Conf 1

    Stephen Collins (@trib) an "Innovator and future gazer" keynotes (aisitic09)

    "Only Connect"

    Relates the changes we're facing now compared to the printing press. But is now any different? I know change is afoot, but it was last century as well. They had two world wars, a depression the rise of communism, films, new nation states, through to the rise of the neocon.

    What is different?

    Maybe the pace of change, but we've been facing an increasing rate of change since I can remember.

    His story about Indian fishermen using GPRS to manage their catches is interesting, but no different to the rise of the telegraph in the late 19th century and how it connected us and changed the way we did things.

    It takes time: initially, filmmakers used one rostrum camera to film the "stage" before people like Eisenstein introduced the concept of montage and others showed that you could move the camera to produce a more lifelike experience.

    Need to look at the history of the distribution of printed material more closely. Wasn't desktop publishing supposed to democratise publishing?

    He talks about wikipedia and asks how many schools won't allow students to quote it as a primary source, stating that it is as accurate or more accurate than Britannica.

    This is still consumption: not production, and wastes the opportunity to do real history by asking students to find out if the history is true. It's the Alan Kay's "air guitar" idea. Is it more important to know what caused the second world war or understand that there were many causes and each of these were reported with bias?

    More: WoW as a learning experience with players contributing, participating, cooperation: nice opportunity to show the Onion's report on skills kids need.

    Collins' sister doesn't send emails or browse the web, so is deprecated as not being able to contribute to society. This is a bit rough isn't it?

    He says we shouldn't disconnect kids as this is a disincentive to engagement .

    He quotes Pesce's"Computer as bling" argument, which is good, but it doesn't really support his engagement thesis above (I suspect it's out of context). Kids can be engaged without technology. It's not the imperative that he claims, it is not a sufficient condition.

    I still maintain that not turning the computer off is a mistake. In a changing technology world, the opportunities are likewise changing, with a new thing available every day, so if we go to technology first, we are letting it become determinant: our knowledge of what it can do limits whereas a blank sheet of paper doesn't. We shouldn't ignore either.

    If we ban the technology - sure - this is silly, but his seeming "we gotta use it" is scary and will therefore not be adopted by teahers.

    If high school content is available as a commodity, then we need "amazing teachers" (similar to my artistic teacher thing)

    Great - he's got there, (but by a circumlocuitous route)

    Now we're doing "not just the facts"

    But, his question of "why do we teach calculus when statistics and probability are more useful as the kids can ask 'where should I put my money' can be answered"

    Isn't this just teaching for the workforce? Hasn't his dismissal of calculus shown his lack of understanding of what Maths is?

    He wants class to look like TED. OK - like this. Lots of time to discuss, to chase ideas, to experiment and asks for digital literacy (hmmm... see September Australian Macworld education column)

    His daughter, Hannah, is "interested in the why, not the what" (nice correlation with Arthur Dent's daughter, Random, here - must follow up)


    0 comments

    NSWCEG 1

    Greg Whitby keynotes

    His diagram of "our theory of action" has student learning at its core - and will fit well with my "Changing and staying the same" and references to John Hattie's work tomorrow.

    The diagram centres on student learning, then (moving outward concentrically) to teachers teaching, then teacher learning to school learning to system learning.

    In situ, in context provision of learning for teachers is implicit in this approach.

    If personalisation of learning for students is to be aimed at, then we must provide the same opportunities for teachers.

    Likewise, the architecture of the classroom needs to be flexible.

    He refers to the literature re-inforcing his proposal that the school as a whole needs to learn, stating that, even if leadership is good, it won't matter unless the whole is on track.

    He is referring here to the work of a variety of people, including Stephen Heppell who pushes the idea of architecture and the structure of the day defining learning.

    Marist brothers Parramatta are beginning a structure with year 11 in 2010 called "151" - one hour at the beginning of the day, 5 hours of project work, then 1 hour closing.

    The one hour sessions are structured, the others aren't

    No other timetable.

    w5 = a4 - t2

    where and when you learn determines where and when you will learn. He talks about where and when as variables, but they are really constants: the student and his/her readiness to learn is the variable?

    w = who learns what, with whom, when and where
    a= anywhere, anytime, any place, any device
    t = time-table

    This is contrived, but it makes you think, and the powers indicate the relative importance (if you did Maths at school, and not Arithmetic ;-)

    Does it reflect reality? Probably. Certainly the reality that exists outside the traditional classroom walls, but it requires a shift in power doesn't it?

    Therefore decisions such as every school with high speed wireless networking are a given.

    Strategic alliance between all Catholic schools in Australia gives VPN access, (but is really to grow bargaining power for bandwidth)

    St Marks at Stanhope Gardens (interestingly located in a street called Perfection Avenue) is where this keynote is being delivered.

    This has moved from a divided primary/secondary design to a shared resource model, sacking the architect and revisioning the plan based on learning principles.

    He speaks of nouns and verbs, I wasn't clear here, but seems to re-inforce the idea that teachers do stuff (nouns).

    Some resonance with Mark Prensky's ideas.

    0 comments

    Leading a Digital School 2

    Tom March - "The future began last year"

    Tom hails from the US, but is now living in Australia. He was involved (amongst other things) in the development of WebQuests with Bernie Dodge in San Diego.

    What challenges does a "beyond bandwidth" access bring?

    Melbourne Declaration, OECD New Millenium Learner, the USA "Race to the top" are examples of global movements that are attempting to address these challenges (although we haven't heard what these challenges are specifically)

    He points out that the availability of portable bandwidth means that all the discussions regarding blocking of site are over.

    We've moved from grey, HTML 1, web pages to the complex, phones with intelligence, (he didn;t mention augmented reality, although alluded to it with this TED talks video clip (sixth sense), without using the term (maybe it was my phone ringing that put him off ;-)

    The availability of exciting, empowering tools raises the question: "do we always chase the new?" (may you live in interesting times)

    So, he asks us to reflect on our "invisible master" where we chase the new because we love learning and want to provide the latest to the kids.

    He relates to the stimulus package "cash for clunkers" program in the USA where mass production vendors are now paying us to buy their stuff (there's a bit of politics here as well)

    Moving on: school 1.0, single room has adopted the factory approach, even in architecture. Similar to the points made by Stephen Heppell

    Asks: "Is it time for a new model for schooling?" (a bit rhetorical here) Plays Jimmy Wales (Wikipedia) talking about restaurants that server steak and should we put patrons in cages so they won't stab one another with the steak knives?"

    Refers to the culture of wikipedia and compares to the school. Asks "what do students do in the library when they are not being watched?"

    More on this philosophical idea: Wikipedia has principles similar to Google's "Don't be evil"

    He makes the point from Ryan and Deci that extrinsic motivation is bad, intrinsic, good. (I'm channeling Buffy here)

    Appropriate, because he shows a video (youtube "primitive dentistry") that looks fairly evil. His point is that it may work, but is it better?

    To nurture intrinsic motivation, Deci suggest Autonomy, Choice, Self Control, Competence achievement, relatedness and connectedness.

    Real choice, not "choose from these 10" My perception is that kids are fairly bad at this as well (in class anyway) as it goes against the "rules" (or the culture)

    His next points regarding critical thinking, emphasise the need for practice - you can teach critical thinking, but we can't teach disposition, you motivate it.

    And extrinsic motivation won;t work.

    He introduces the work of Mihaly Csikszentmihalyi, where the concept of Flow is discussed in terms of how a one size fits all won't work.

    Instead, using rich media, creating dissonance, motivates kids to ask "why?" Similar to the Gary Stager"one good question is worth a thousand words" idea.

    His "taxonomy for personal learning" (choice, effort, quality, attitude, labour of love) begins with embedding real choice, and making the effort real - no new unit for you until you're done: learners can't hold their breath until the unit is over.

    Quality depends on the kid, and his or her view as to whether it is quality.

    If students are stretching for quality, and we measure them against base standards, we have a disconnect.

    Liked his CEQALL self assessment rubric

    0 comments

    Leading a Digital School 1

    Why school must compete, and how to do it

    Prensky is well known, probably most famous for his "digital native" and "digital immigrant" labels for kids and adults respectively, and for his position on gaming as a learning environment.

    He asks "do we need schools?" and the audience response system gives us that 66% say yes, 8% no and 26% maybe.
    Now, is that because of the "helping kids learn", or is it to keep kids safe so that parents can work (compulsory education)?
    He discriminates between at-school and after-school learning, where the at-school is pushed onto kids, and the after-school is pulled

    He claims that more and more people are now saying that we don't need school (despite the numbers in the poll at the beginning!), and asks what can we offer that they can't get "after-school".

    "Motivation is the reason why the kids should stay in school" - the people factor.

    Prensky draws the comparison between schools and prison and there is something here isn't there? Rooms that have doors with little windows in them so you can see inside, references to classrooms that are in "block C", bells that prompt a mass exodus from one section of the building to another.

    He moves on, to change, with a perfect storm of change continuing to accelerate.

    "How many changes have you seen in the way that you do banking, purchasing and so forth?

    Various indicators: capacity of computers as an example, with today's mobile phones a billion times more than the first computer, showing a video from groenbrothers.com parodying the multifunction device yet teasing us with the question "why can't that sort of thing happen"

    He makes the point that kids are not only used to change, but crave it. I don't agree here as we all know kids who hate change.

    There's a similarity here with the digital native thing: I don't believe kids are necessarily "better" than the immigrants adults which is how this classification is often used.

    Aha -he now says that people misinterpret the digital native thing, pointing to the attitude rather than some sort of built-in knowledge

    He talks about "not going to the internet first" as an example of the "accent" of the digital immigrant, yet I experience daily kids who do the same thing.

    Some more points here: Digital Immigrants assume real life only exists offline, don't naturally share information and assume that there is only one way to learn.

    When he had kids and teachers rank their needs for learning, both agreed on 1:1 computers, but teachers wanted support and smaller classes, kids wanted openness and peer teaching and unblocked internet.

    He brings up a list of "10 things kids want" which include:

    • respect, trust, opinions counted
    • follow their interests and passions
    • being able to create
    • not to be lectured to
    • work with peers on projects
    • share opinions
    • cooperate
    • real education

    97% of the audience claim that passion, not discipline is better as a motivator for kids

    If you believe this, what do you do? "Passion based learning" (similar to that done at TAS) becoming more popular in the literature. So, do we know what our students' passions are? The survey says 0-20%. Is this just because we don't ask?

    I've noticed that Westin Hotels nametags worn by associates have their name, the Westin logo, then a second line "My passion" which I've seen as food, travel, acting, and so forth, but there are others. The manager of the Westin in Las Vegas had "my child" as her passion. Maybe we need nametags on day one of a class that have this under their name.

    He discriminates between nouns (facebook, email, twitter) and verbs(presenting, communicating) and asks us to think of the best way to present, concentrating on the verb and not worry about the noun.

    His new book (surprise) is about partnering: like Einstein, creating an environment in which students can learn and changing the role of teachers from "ruler" to coach, from sage on the stage to guide on the side (are paisley shirts back in fashion?).

    The survey says that most are skewed towards totally telling the kids, rather than totally partnering.

    Teachers as farmers: providing conditions for growth - education leaders need to be the farmers' union bringing their members along from repetitive tilling and other old, unproductive practices.

    He finishes with the claim that technology's role is to support the partnering between teachers and kids, stating that an infusion of technology into traditional practices actually hinders learning.

    So how to encourage partnering?

    It's simple: share the work. Let kids use the technology and do that well, and we add rigour, contextualise.

    To illustrate the point of letting students go he asks the audience to take out their mobiles and answer "what is steganography?" but you couldn't play if you already knew (blast)

    Have some courage: feel the fear of change and do it anyway.


    0 comments

    Nite, Nite, sleep tight...

    Don't let the Bed Bugs bite

    On Thursday, July 2, myself and my daughter checked into Planet Hollywood Resort in Las Vegas. She had flown down from Vancouver and I had just been to the NECC conference in Washington. It was her birthday, and it was going to be great sharing a few days together to celebrate (she's been travelling for around 2 years, and I try to catch up when I am travelling if at all possible)

    We went for a walk to check out the strip, but both were fairly tired so went to bed around midnight.

    Woke the following morning and she was scratching, with two quite large welts on her arm.

    We put this down to some randomness and went out for the day, returning around 4 for a snooze after the heat of the day.
    WHen we got up at around 6 or 7, she had a lot more welts. I didn't have any, so it looked like her bed was the culprit. She said the welts looked and felt similar to bedbug bites she had received in a backpackers 2 years ago in Thailand.

    So, I called Housekeeping who sent two guys up within 10 minutes (one of whom was visibly shaking).

    Examination of the bed showed no bugs, but the housekeeping guy took the headboards off the wall (they were attached with velcro) and said "yep - they're there". He read to us from a pre-prepared statement written as a script on a sheet of paper he had brought with him. Guy number 2 went pale and shook some more.

    Lots of radio traffic and we were joined a few minutes later by a security guy who asked us to fill out forms declaring what had happened, and photos were taken of the welts on my daughters arms and face, and the "nest" in the headboard space.

    "You'll have to leave the room" we were told, and were told further that our clothing and luggage would be destroyed. We weren't allowed to touch anything, except two laptops and a camera which we put in the room safe.

    The room became a sea of pink plastic bags, labelled "Biohazardous material" and I asked the security guy what would happen next. He said that he would get hotel slippers for us (we wern't allowed to retrieve our footwear), we would be moved to another room, and the hotel would provide $500 for us to buy new clothes in the morning.

    I asked what would happen after that and he answered "I don't know sir, that's above my pay scale", but assured me that we would be contacted by the Head of Risk Management (I'll call her "Ms A" here) before 8am in the morning. He gave me her card, and suggested I could call her or Housekeeping if she hadn't called by 8.30.

    He asked if we needed anything else, but we asked what he meant, and he offered a refrigerator, which added an element of surrealism to the night. I'm still not sure why we would need a refrigerator, but still.

    We went to sleep, feeling dirty, a bit punch drunk and embarrassed - you don't expect this sort of thing in a 5 star hotel: Thai backpackers, yeah, Planet Hollywood, no.

    The next morning, no more bites, but no call, so I called the Head of Risk Management and got an answering machine, left my details and the nature of the call and asked to be rung back. Heard nothing.

    Called Housekeeping, who knew nothing of the incident and after a bit of explanation, said they would call us back.

    15 minutes later, we get a call saying that if we supplied out shoe sizes, they would purchase some shoes for us so we could go to the shopping mall downstairs and get some replacement clothes. I didn't know our US shoe sizes as they have a different system of measurement, so the Front Desk Manager would come up and help us.

    A guy identifying himself as the General Manager then rang and apologised profusely, saying that he recognised my Platinum status and wanted me to return to the hotel again, and offered us show tickets anywhere in town. I thanked him for the offer, but we were still a bit confused as to what we were going to do, and had some existing plans that would need some changing anyway. I told him I'd get back to him if we changed our mind, but would spend the day regrouping. He gave me his personal cell phone number in case I needed to call.

    Front Desk Manager arrived, with some other guy, who took us back into the old room to retrieve our shoes (not sure why they had suddenly become OK to wear) and our camera and computer gear. The other guy assured me that our clothes would be dry cleaned (not destroyed as was mentioned the previous night) and returned to us by Sunday (as I was flying out on Monday). He said that he would replace our luggage fre of charge, but I asked that we choose as we had both carefully selected our luggage to accommodate extensive air travel with carryon only.

    The Front Desk Manager gave us $500 in cash from the reception area to purchase clothes, but it was not clear whether this was to purchase one day's worth, or perhaps replace the clothes in case the dry cleaning didn't appear.

    We then went to grab some breakfast, (it was around 10.30am), then look at luggage and clothing.

    We had one luggage shop to look in, which sold one piece of gear that I had lost, and nothing to replace my 18" rollaway (Australian domestic won't take anything larger) and a fairly basic selection of backpacks for my daughter, but we selected and moved on to clothing.

    Malls in Las Vegas are not where you would expect to find travel clothing, more "resort wear" but, again, we made do and found amesage on eturn to the room that the Front Desk Manager had found another room for us, which turned out to be a 2 bedroom suite - very nice. We took our possessions in plastic bags to the new room, showered and joined some friends for dinner and a show that we had prebooked.

    We'd planned to drive to the Grand Canyon on the Sunday, so took off early and, on return, found no dry cleaning so rang Housekeeping. Here's where it got interesting.

    They didn't know about any dry cleaning so I rang the Front Desk Manager and got an answering machine. Left a message to call me as soon as he picked up.

    Rang Housekeeping again and they had a package for a "Ms A" to which we replied that she was an employee of the hotel which caused some confusion, and then got a second call coming through from the bell desk who asked if there was a "Ms A" staying in our room. Pretty funny.

    The dry cleaning was delivered, we packed for the following day and on checkout Monday, were presented with a $500 charge on our bill.

    I explained to the front desk clerk and he said that as I had signed for the money therefore it should be charged, so I asked him to check with a supervisor.

    Ten to fifteen minutes later he appeared with an amended bill, we paid and left.

    Now, a week later, we still haven't heard from "Ms A", the Front Desk Manager or the General Manager, even though they have my cellphone and my email address.


    0 comments

    Aussies at NECC 2009

    As well as the ACEC contingent, there are the stragglers and other self funded peoples attending NECC in Washington DC this year (use the Twitter hashtags #NECC09 for all necc guff and and #ADEnecc for the Apple Distinguished Educators attending

    We (the Aussies) have also received some notable mentions.

    Ralph Leonard, who is the General Manager for the Information Economy in South Australia has just been nominated to the Executive Committee of the International Society for Technology in Education (ISTE(®)

    He is also an "At-large Member" (which sounds interesting) & International Representative for the group.

    I first met Ralph when he was working for the now defunct Angle Park Computing Centre in Adelaide. We explored the magic of BBC Acorn Computers in the early 80's when the SA government decided to make these machines the state supported machine for all schools. We also experiemented with DIALOG, a text only collaboration tool running over a 300 Baud modem where we joined "the Australaskan Project" joining kids in South Australian and (you guessed it) Alaska.

    Must be something in the water in South Aussie as Sue Urban, IT teacher at the Wilderness School in Medindie, South Australia was named 2009 Outstanding Teacher of the year.

    ISTE quotes that Sue "was nominated by the Computers in Education Group of South Australia (CEGSA) for her work integrating technology into instructional programs across all grade levels. She has been credited with developing curriculum for students across different sectors of schooling and developing studentsí information technology skills through problem solving, communication and research that can be applied across the curriculum to other subjects. Urban has also been a strong supporter of programs for highly gifted students. Her commitment to educational technology was recognized by the Australian Council for Computers in Education (ACCE), which jointly awarded her the Australian Outstanding Teacher award. She is currently CEGSA's Outstanding Teacher of the Year."

    Congrats Sue & Ralph

    AND, how could we forget Geoff Elwood and the clan from Etech who put out the StudyWiz solution. Mucho interest at stand 700 in the expo at NECC

    0 comments

    Debate at NECC 2009

    Robert Siegel, host of "all things considered" National Punlic Radio in the USA, moderates a modified debate, with the motion: "Bricks and Mortar schools are detrimental to the future of education"

    Initial "Turning Point" voting from the audience gives: 37% vs 63% against (Perhaps as a hat tip to Iran, it's not clear how many have voted)

    Michael Horn, best known for his book, “Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns”spruiks the "factories are dead" line. Standard, predictable, valid, but workaday.

    Brad Jupp, a senior adviser to Secretary of Education Arne Duncan continues, but he doesn't really say much that I can remember.

    Gary Stager pushes his barrow "the bricks and mortar of our souls" are shown by the No Child Left Behind and similar silliness. He's on fire, very passionate, but is reading (probably the only time he's ever done this) which is distracting. He has great messages, but tries to get them all out in the allocated time, and, rather like a crowded curriculum, the impact is not as powerful as it could be. He talks over audience acclaim which is loud and spontaneous, surprising even him.

    Cheryl Lemke argues against is the executive director of the Milken Exchange on Education Technology and founder and CEO of the Los Angeles-based Metiri Group. (These guys have done a lot of white papers for Apple and other tech companies). She engages more with the audience.

    Marshall Thompson, a soon-to-be senior from Walt Whitman High School in Bethesda, Maryland provides the initial rebuttal. (Marshall, along with his followup rebuttal presenter, Erik Hawke, recently competed in the National Forensics League’s annual student competition in Birmingham, Alabama - this is clear from his style of presentation) Standard rebuttal, essentially stating that the bricks and mortar create the impression that this is all that education is about, ignoring the extra curricular and global interaction.

    Erik Hakke, a soon-to-be senior at Springfield High School in Springfield, Virginia (yet another Springfield) talks about the leaking sinks in his school, yet this does not diminish his keenness to return to his school, rebutting the contention that bricks and mortar schools are a one size fits all solution.

    Stager provides the "For" summation. Reads again, but less so. Better. "The blame lies in the bankruptcy of our imaginations"

    Cheryl: claims that the For team has actually made the Against case. Not sure where her logic lies, but it's somewhere about the idea that bricks and mortar can be reinvented, and the community is most important and we can't lose a generation of children as a result of losing the bricks and mortar of the community structure we call a school.

    Comments and connections have been collected via twitter, isteconnects and the live audience.

    One of the online questions is directed to the 'For" team, but is answered by the "Against" team indicating that the question is largely irrelevant, it's more about the quality of the education irrespective of locale / brick / mortar whetever.

    One from the audience: "What does the Fear of lawsuits do to schools?" (Spot the litigious society) Wow. Good answer from Brad Jupp "why is something a kid does in school different to one outside school?

    Let's get the audience to respond now: In the words of the games show host: "the Survey said:" 26% (not detrimental) / 74% (detrimental)


    0 comments

    NECC 2009

    This is huge—seriously.

    In excess of 18 000 attendees come to Washington DC in a festival of digital educational everything for the 30th anniversary edition of the National Education Computing Conference, or "NECC" to its friends. Here are the interactive whiteboards, student response systems, Adobe, Dell, HP, Microsoft and other people trying to sell you other shiny things, and very large primary school teachers (I love visiting the US—it makes me feel slim)

    No Apple, though—a corporate decision made last year means that Apple does not "do" conferences. Curious decision.

    President Helen Padgett, PhD, and Dr Don Knezeck, CEO of the International Society for Technology in Education (ISTE), open the conference.

    Helen states ISTE's commitment to educators and asks policy makers to focus on the future of students and schools. (Fairly safe, motherhood statements here)

    She then introduces Malcolm Gladwell (author of several books including the Tipping Point and Blink) as the keynote speaker

    "When it comes to learning, what you get is a simple function of what you put in. That is the beautiful and powerful idea behind learning..." says Gladwell, "Sometimes the struggle to learn something is where the actual learning lies"

    Hmm - not sure that this actually means anything, but it's probably meant as an allotrope of process being more important than product. More motherhood stuff. Move along: nothing to see here.

    Despite this, the message that we should "embrace failure, as this is how we learn" is a valuable one, but not one that I've seen adopted wholesale anywhere.

    Gladwell adds that our learning boils down to two avenues: Capitalisation - where we concentrate on our strengths vs Compensation where we concentrate on our weaknesses. He suggests we need more of the latter.





    0 comments

    AIS IT Managers conference - 1 to 1 programs

    Staff from 2 "mature" laptop schools and 2 emerging discuss their plans/reflections

    St Philip's (David) Mature
    Since 1999, ealry days problematic, decision may have had wrong reasons for initiation

    start in year 7, opt-out "no difference between laptop and no laptop" (so why do it?)
    They have non-laptop classes and laptop classes - interesting way of streaming.
    Looks like this implementation is really a volume purchase rationale, not an educational rationale.

    Laptops not "hitting" every KLA. Tablet PC adopted and "turned around" their program, with Maths, Science and Art particularly found useful.

    Kincoppal Rose Bay (Greg Boyd) Emerging
    Evolutionary process leads to laptops. Teachers 1:1 before kids.
    Battery life of up to 10 hours touted (they use HPs with 9 cell battery)
    Have seen engagement levels rise significanlty (I wonder how much of this is the newness, and how much is the different way of working?)
    They've chosen a 12" device, get separate insurance.

    Kambala (Betsy Lang) emerging
    Similar to Kincoppal, staff 1:1 several years ago
    Leases over 3 years with $200 excess insurance and one extra battery and charger.
    As with KRB, they institute a pool of replacements to ensure 24 hour access to machines.
    Involved 5 and 7 teachers in an Australian Government Quality Teacher Program grant to assist with development of pedagogy
    School owned means that site licensed software can be installed.

    Wenonoa (Jennifer) mature
    Compulsory 6-10 working towards year 12, School owned. CHanging from a parent owned operation. SOme explanation needed to cover insurance, site licensing etc. Parents sign a "laptop Deed" drawn up by lawyers, physios coming into the school annually. SLA for 2 day turnaround with suppliers. Loaners available. Security cameras installed to guard against loss.

    Metrics, cost pa, FTE support/machines )approx)
    Wenona 1200, 1/700
    Kambala 700, 1/200
    KRB 700, 2/400
    StPhils 1200, 1.5/400

    Suggestion from the audience: "why not have them have their own laptops and provide a portal to remote applications?
    Bandwidth issues mainly prohibit this for media rich apps and work.

    0 comments