Comments on: Does your school organization reflect our new digital information landscape? http://dangerouslyirrelevant.org/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html Technology, leadership, and the future of schools Thu, 09 Feb 2012 14:42:44 +0000 hourly 1 http://wordpress.org/?v=3.3.1 By: Marshall http://dangerouslyirrelevant.org/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html/comment-page-1#comment-9537 Marshall Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html#comment-9537 First, although I admire and respect our military very much, just because they are doing somehting does not guarantee it is the best option available. That and the comparison to HS students creates a pretty clear divide in motivation (passing a class vs. shelter in an emergency, for example). I do think we are more alike than not in this topic as the key to me is the combination of a skilled teacher with the technological tools. The teacher is able to start with basic knowledge, challenge students, differentiate, assess, and re-teach as necessary. Most of this, a computer program could do also, but the limitation there comes with the maturity and dedication of students in an educational system. Maybe some could pull this off, but my experience with even highly skilled instructors is that there are so many kids that aren't being reached. If technology is an ADDITIONAL tool, maybe that could be done, but if it is stand alone, it's too easy to ignore/avoid. In the concept (not the letter) of No Child Left Behind, we can't allow any of our kids not to be reached. We already are, and taking a personal interaction (one of the greatest keys to student success) away from this equation IMHO results in emminent failure to educate. What you have detailed above is clearly success vs. less success, but it is the use of the available technology by a competent educator that makes it so. As a former Spanish teacher (and therefore a student prior to that), my greatest learning curve was the reality of being in a culture that did not allow me to resort to the use of English. Yes, forcing one to seek resources (even if it looks more like charades) clearly caused me more learning than a book did. However, that course, that instructor, the base conjugation, still helps me when, years later, I may be in a situation where English is not an option. First, although I admire and respect our military very much, just because they are doing somehting does not guarantee it is the best option available. That and the comparison to HS students creates a pretty clear divide in motivation (passing a class vs. shelter in an emergency, for example).

I do think we are more alike than not in this topic as the key to me is the combination of a skilled teacher with the technological tools. The teacher is able to start with basic knowledge, challenge students, differentiate, assess, and re-teach as necessary. Most of this, a computer program could do also, but the limitation there comes with the maturity and dedication of students in an educational system. Maybe some could pull this off, but my experience with even highly skilled instructors is that there are so many kids that aren’t being reached. If technology is an ADDITIONAL tool, maybe that could be done, but if it is stand alone, it’s too easy to ignore/avoid. In the concept (not the letter) of No Child Left Behind, we can’t allow any of our kids not to be reached. We already are, and taking a personal interaction (one of the greatest keys to student success) away from this equation IMHO results in emminent failure to educate. What you have detailed above is clearly success vs. less success, but it is the use of the available technology by a competent educator that makes it so.

As a former Spanish teacher (and therefore a student prior to that), my greatest learning curve was the reality of being in a culture that did not allow me to resort to the use of English. Yes, forcing one to seek resources (even if it looks more like charades) clearly caused me more learning than a book did. However, that course, that instructor, the base conjugation, still helps me when, years later, I may be in a situation where English is not an option.

]]> By: Hripsime M. http://dangerouslyirrelevant.org/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html/comment-page-1#comment-9538 Hripsime M. Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html#comment-9538 You are very right that changes will inevitably affect us one way or another. Many schools and districts fight and resist, and sometimes reluctantly give in. The best thing to do is to decide how to compromise with the changes around us and learn to accomodate ourselves to them. You are very right that changes will inevitably affect us one way or another. Many schools and districts fight and resist, and sometimes reluctantly give in. The best thing to do is to decide how to compromise with the changes around us and learn to accomodate ourselves to them.

]]> By: David Keane http://dangerouslyirrelevant.org/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html/comment-page-1#comment-9532 David Keane Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html#comment-9532 After reading this post and reflecting upon conversations held on Friday with Will Richardson, I have come to the conclusion that the only way we are going to make significant progress is to enlist the help of our students. We need to face the fact that we are not as capable as they seem to be in terms of adapting to technology. We need to realize that we are rapidly loosing ground because we still think that schools are a place where adults work and students learn. This should no longer be our attitude. It is a place where everyone goes to learn. Some are just paid to aid others in identifying essential skills and concepts and provide support and motivation for those who may have hit a bump in the road. I reflect upon some of my best teaching and learning experiences and realize that I was learning right alongside either my teachers or my students. That is what made it powerful. In each case I felt that I was a part of something rather than a presenter or a member of the audience. I did not teach students how to build a house, we learned about the process together. I did not teach students Aquaculture, but rather learned about the process together. In both scenarios, the skills and concepts were the focus not the facts. Terminology, technology and methods might change, but an understanding of the importance of resource management, understanding of open and closed systems are similar and different will allow for all of us to take what we learned and apply it to what ever career we pursue. We need to pose the students with the problem, or challenge them with a goal. If we allow them to identify tools to solve the problem or meet the goal and then provide them guidance we will all learn a great deal from each other. Our job is no longer to provide them information, means to understand it and evaluate their progress, but rather to provide them challenges and then support their efforts to meet them. We need to become expert learners rather than skilled entertainers/salesmen who have a package of facts we are attempting to sell. We need to transition from referee to coaching mentality. In order to accomplish this, we have to relinquish "control" not only of how learning will occur, but at times what should be learned as well. It will be messy, there will be times when our students disappoint us with poor choices and times when parents are angry with what they feel is a lapse in our role as supervisors and guardians. I am not sure that we are not dealing with that now, so I am not sure why cite fear of this as a reason for hindering student use of technology. Our reluctance is based on a "what if", 1% mentality. As you, Scott pointed out on Friday this is just an excuse, similar to the one I fell into concerning we are doing it, they just aren't learning it because "outside forces, baggage they are comming with, etc..." I am glad that I was called out on making it. After reading this post and reflecting upon conversations held on Friday with Will Richardson, I have come to the conclusion that the only way we are going to make significant progress is to enlist the help of our students. We need to face the fact that we are not as capable as they seem to be in terms of adapting to technology. We need to realize that we are rapidly loosing ground because we still think that schools are a place where adults work and students learn. This should no longer be our attitude. It is a place where everyone goes to learn. Some are just paid to aid others in identifying essential skills and concepts and provide support and motivation for those who may have hit a bump in the road.
I reflect upon some of my best teaching and learning experiences and realize that I was learning right alongside either my teachers or my students. That is what made it powerful. In each case I felt that I was a part of something rather than a presenter or a member of the audience.
I did not teach students how to build a house, we learned about the process together. I did not teach students Aquaculture, but rather learned about the process together. In both scenarios, the skills and concepts were the focus not the facts. Terminology, technology and methods might change, but an understanding of the importance of resource management, understanding of open and closed systems are similar and different will allow for all of us to take what we learned and apply it to what ever career we pursue.
We need to pose the students with the problem, or challenge them with a goal. If we allow them to identify tools to solve the problem or meet the goal and then provide them guidance we will all learn a great deal from each other. Our job is no longer to provide them information, means to understand it and evaluate their progress, but rather to provide them challenges and then support their efforts to meet them. We need to become expert learners rather than skilled entertainers/salesmen who have a package of facts we are attempting to sell. We need to transition from referee to coaching mentality.
In order to accomplish this, we have to relinquish “control” not only of how learning will occur, but at times what should be learned as well. It will be messy, there will be times when our students disappoint us with poor choices and times when parents are angry with what they feel is a lapse in our role as supervisors and guardians. I am not sure that we are not dealing with that now, so I am not sure why cite fear of this as a reason for hindering student use of technology. Our reluctance is based on a “what if”, 1% mentality. As you, Scott pointed out on Friday this is just an excuse, similar to the one I fell into concerning we are doing it, they just aren’t learning it because “outside forces, baggage they are comming with, etc…” I am glad that I was called out on making it.

]]> By: Gitsul http://dangerouslyirrelevant.org/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html/comment-page-1#comment-9531 Gitsul Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html#comment-9531 We need to keep perspective and be open to the possibilities. Often the possibilities out weigh the negatives, but the negatives seem so strong they still get the attention. There are many things in our society that can be intrusive, overwhelming, fractured, addictive, isolating, and be out of context. Insert: CNN, Fox News, ESPN, magazines, etc. We accept these as mainstream, but in reality they can be just as much a *problem* as we've labeled new social media and other emerging technologies that are impacting our culture. We need to keep perspective and be open to the possibilities. Often the possibilities out weigh the negatives, but the negatives seem so strong they still get the attention. There are many things in our society that can be intrusive, overwhelming, fractured, addictive, isolating, and be out of context. Insert: CNN, Fox News, ESPN, magazines, etc. We accept these as mainstream, but in reality they can be just as much a *problem* as we’ve labeled new social media and other emerging technologies that are impacting our culture.

]]> By: Marshall http://dangerouslyirrelevant.org/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html/comment-page-1#comment-9528 Marshall Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html#comment-9528 Flexibility, learning, adaption, and understanding/use of developing tools are a must in any forum. How many of us are able to complete our jobs today with only the skills, knowledge, and ability we had when we first entered the position? My guess is likely ZERO, unless you were hired this week, and even then you would probably be behind. Flexibility, learning, adaption, and understanding/use of developing tools are a must in any forum. How many of us are able to complete our jobs today with only the skills, knowledge, and ability we had when we first entered the position? My guess is likely ZERO, unless you were hired this week, and even then you would probably be behind.

]]> By: www.facebook.com/profile.php?id=522880275 http://dangerouslyirrelevant.org/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html/comment-page-1#comment-9529 www.facebook.com/profile.php?id=522880275 Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html#comment-9529 With the growth of technology in the schools how do we decrease the disparity that is growing between the students who have updated technology resources in their homes with the students who don't? I've been in quite a few classrooms where the teachers will assign homework to finish research and type a paper. This is very challenging for a student who doesn't internet, a computer, printer, and/or the knowledge of how to find quality online resources. With the growth of technology in the schools how do we decrease the disparity that is growing between the students who have updated technology resources in their homes with the students who don’t? I’ve been in quite a few classrooms where the teachers will assign homework to finish research and type a paper. This is very challenging for a student who doesn’t internet, a computer, printer, and/or the knowledge of how to find quality online resources.

]]> By: Tina http://dangerouslyirrelevant.org/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html/comment-page-1#comment-9530 Tina Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html#comment-9530 THe last blog entry puts forth an interesting aspect of this discussion. We are talking about school organization reflecting our new digital information landscape. That is a worthwhile point, are we providing what students need in regard to technology and information. The question should be asked are we able to make it available for all groups of students. The characteristics of our new digital information landscape are great discriptures but what does it look like to a child of poverty or not even total poverty but struggling (which many are in these times). Example: Student in high school needs to do a report which needs sources from the internet, the library, and others and it needs to be word processed and sent in to turnitin.com. Well I am sure the teacher will give the student in classroom time to work. Now imagine the schedule is not block schedule so the student has 40 minutes with half of it being instruction. The student has one studyhall two days a week, rides the bus to and from school, and does not have access to a computer at home. Parents can not provide transportation, or won't, and the student does not live near a library. Now lets take some the followng list and apply it to this student. open to ,more accessible ,more convenient .moreimmediate / real-time, networked ,connected ,shared, collaborative ,interactive individualized empowering, flexible, adaptive, less dependent on “experts”, rapidly-changing, more comprehensive searchable, often crowdsourced, creative multimodal / multimedia more efficient often less expensive global..the list goes on and is useless to the student who cannot be part of the technology and information due to economic factors. So...the question tha can be added is how Does your school organization reflect our new digital information landscape and provide for access for all student populations. It shows I am an advocate for a lap top in every students hands. THe last blog entry puts forth an interesting aspect of this discussion.
We are talking about school organization reflecting our new digital information landscape. That is a worthwhile point, are we providing what students need in regard to technology and information. The question should be asked are we able to make it available for all groups of students. The characteristics of our new digital information landscape are great discriptures but what does it look like to a child of poverty or not even total poverty but struggling (which many are in these times). Example: Student in high school needs to do a report which needs sources from the internet, the library, and others and it needs to be word processed and sent in to turnitin.com. Well I am sure the teacher will give the student in classroom time to work. Now imagine the schedule is not block schedule so the student has 40 minutes with half of it being instruction. The student has one studyhall two days a week, rides the bus to and from school, and does not have access to a computer at home. Parents can not provide transportation, or won’t, and the student does not live near a library.
Now lets take some the followng list and apply it to this student.
open to ,more accessible ,more convenient .moreimmediate / real-time, networked ,connected ,shared, collaborative ,interactive individualized
empowering, flexible, adaptive, less dependent on “experts”, rapidly-changing, more comprehensive
searchable, often crowdsourced, creative
multimodal / multimedia
more efficient
often less expensive
global..the list goes on and is useless to the student who cannot be part of the technology and information due to economic factors.
So…the question tha can be added is how Does your school organization reflect our new digital information landscape and provide for access for all student populations. It shows I am an advocate for a lap top in every students hands.

]]> By: David Keane http://dangerouslyirrelevant.org/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html/comment-page-1#comment-9536 David Keane Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html#comment-9536 I might have to partially disagree with you on the Spanish class example. If that were the case, Rossetta Stone software would not be in use by our armed services. I agree that in the current structure we have to have teachers who have expertise in their field. That was not my point. My point is that expertise in the field is not enough. The teacher can be just an expert in the field. I have a background in the basic concepts of both science and past experiences in construction, but things had already changed a great deal in both areas shortly into my teaching career. If I were not willing to change what we were doing in my classroom and be willing to continue to extend my knowledge oftentimes right along with the students, I would have been doing my students a disservice. I see a Spanish teacher in my building that simply engages her students in closed book grammatical exercises and vocabulary tests. She spends a great deal of time with flashcards helping students memorize how to conjugate verbs but does very little in terms of unscripted or undirected conversation and her students pail compared to my German teacher's students who focus on the conversational side of the language. His students progress far more quickly in acquiring the language. His students take one day a week and engage in a role-playing game with dictionaries readied. Then they write a reflection again with the use of whatever resources they would like to have. They are presented daily with a reason to acquire the vocabulary, learn verb conjugation etc. I would say that at times, they are forcing the German teacher to be learning German right along with them. They also all establish pen pals with students their age in Germany. Again they are forced to seek resources on their own to interpret the nuances of conversational language which many times differs from the formal language normally taught in our schools. I might have to partially disagree with you on the Spanish class example. If that were the case, Rossetta Stone software would not be in use by our armed services.
I agree that in the current structure we have to have teachers who have expertise in their field. That was not my point. My point is that expertise in the field is not enough. The teacher can be just an expert in the field. I have a background in the basic concepts of both science and past experiences in construction, but things had already changed a great deal in both areas shortly into my teaching career. If I were not willing to change what we were doing in my classroom and be willing to continue to extend my knowledge oftentimes right along with the students, I would have been doing my students a disservice.
I see a Spanish teacher in my building that simply engages her students in closed book grammatical exercises and vocabulary tests. She spends a great deal of time with flashcards helping students memorize how to conjugate verbs but does very little in terms of unscripted or undirected conversation and her students pail compared to my German teacher’s students who focus on the conversational side of the language. His students progress far more quickly in acquiring the language. His students take one day a week and engage in a role-playing game with dictionaries readied. Then they write a reflection again with the use of whatever resources they would like to have. They are presented daily with a reason to acquire the vocabulary, learn verb conjugation etc.
I would say that at times, they are forcing the German teacher to be learning German right along with them. They also all establish pen pals with students their age in Germany. Again they are forced to seek resources on their own to interpret the nuances of conversational language which many times differs from the formal language normally taught in our schools.

]]> By: Marshall http://dangerouslyirrelevant.org/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html/comment-page-1#comment-9535 Marshall Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html#comment-9535 While reading this and knowing your skill as a classroom teacher (in a "former life"), how much of this is applicable to those teachers that really are the main source of content for their students. I agree that building a house, creating an aquaculture facility, interpreting art, creating meals, etc. may be areas that we can really focus on incorporating technology to provide options and alternatives and we can all learn along together. Take, on the other hand, day one of a Spanish classroom in an essentially all English community. Although there may be opportunities to use technology to connect with Spanish speakers, search on culture and customs, identify political information, etc. the basis of understanding the language relies heavily on the instructor. If that instructor is learning along with an introductory Spanish class, it may prove to be much more of a liability than an asset. This is kind of devil's advocate (surprise) as I think learning together is the greatest opportunity offered to educators. The content, it must be argued however, will affect how and to what degree we can implement that concept. While reading this and knowing your skill as a classroom teacher (in a “former life”), how much of this is applicable to those teachers that really are the main source of content for their students. I agree that building a house, creating an aquaculture facility, interpreting art, creating meals, etc. may be areas that we can really focus on incorporating technology to provide options and alternatives and we can all learn along together. Take, on the other hand, day one of a Spanish classroom in an essentially all English community. Although there may be opportunities to use technology to connect with Spanish speakers, search on culture and customs, identify political information, etc. the basis of understanding the language relies heavily on the instructor. If that instructor is learning along with an introductory Spanish class, it may prove to be much more of a liability than an asset. This is kind of devil’s advocate (surprise) as I think learning together is the greatest opportunity offered to educators. The content, it must be argued however, will affect how and to what degree we can implement that concept.

]]> By: Marshall http://dangerouslyirrelevant.org/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html/comment-page-1#comment-9534 Marshall Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html#comment-9534 As for the first part, I truly believe that most of our jobs are pretty key. Yes, we may not be doing everything perfectly in a technology rich setting, but it's still important to know math, science, etc. regardless of HOW we get that knowledge. On the second question, the simple answer may be, "too many" and "probably not." Things advance, and if we haven't, IMHO we aren't providing the best opportunities for our kids. As for the first part, I truly believe that most of our jobs are pretty key. Yes, we may not be doing everything perfectly in a technology rich setting, but it’s still important to know math, science, etc. regardless of HOW we get that knowledge.

On the second question, the simple answer may be, “too many” and “probably not.” Things advance, and if we haven’t, IMHO we aren’t providing the best opportunities for our kids.

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