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60 apps in 60 seconds

[In honor of whatever educational technology conference you next attend...]

30 fantastic free apps for pre-readers! 38 of the best elementary learning apps for students! 40 iPad apps for science! 60 APPS IN 60 MINUTES!!!!

60 apps in 60 minutes? Pshaw! WAY too easy. I proudly present… 60 apps in 60 seconds!

How many sessions like these have we seen at educational technology conferences? (fess up: how many have we delivered?!) Teachers attend, they scribble notes madly, they ask for the slides afterward because “they missed some.” The long-term substantive impact of these spray-and-pray workshops on teachers’ day-to-day practice? Zero.

If we want people to start taking instructional technology seriously, we have to stop doing this to ourselves. How about one app – or perhaps a very small handful in combination – presented thoughtfully and deeply, with numerous applications to rich, robust student learning outcomes?

This presentation? I guarantee the same classroom results as all of our other firehose sessions…

Music credits: Rock 12, by dron

‘World-class’ teacher preparation

Shelley Krause

When I work with educators, I get asked on a regular basis, “What about the universities? What are they doing to prepare educators who can facilitate technology-infused learning environments that emphasize deeper cognitive complexity and greater student agency?” Unfortunately, I don’t have much to offer them.

I’m not up on all of the thousands of preparation programs that are out there but, as I think about the shifts that we need to see in schools (and the new building blocks that we need to put in place), at a minimum any teacher preparation program that wanted to label itself ‘world-class’ would be able to affirmatively say the following…

Our graduates know…

Project- and inquiry-based learning

  • how to operate in student-driven, not just teacher-created, project-oriented learning environments
  • how to facilitate inquiry-based activities like ‘passion projects’ or ‘FedEx days’ or ’20% time’ or ‘genius hour’
  • how to facilitate students’ development as creators, designers, innovators, and entrepreneurs
  • how to integrate communication, collaboration, and critical thinking skills into these types of environments

Authentic, real-world work

  • how to organize student work around the big, important concepts central to their discipline
  • how real work gets done by real professionals in that discipline (practices, processes, tools, and technologies)
  • how to find, create, and implement robust, authentic simulations for their subject area
  • how to facilitate and assess authentic performances by students

Standards-based grading and competency-based education

  • how to write and implement a ‘competency’
  • how to help students thrive in a standards-based grading environment
  • how to facilitate learning-teaching systems that focus on mastery rather than seat time (or other dumb criteria)

1:1 computing

  • how to manage and support ubiquitous technology-infused learning spaces
  • how to facilitate student success with digital tools, online systems, and social networks
  • how to help students create appropriate AND empowered ‘digital footprints’

Digital, online, and open access

  • how to leverage digital and online open educational resources to full advantage
  • how to meaningfully curate digital materials in their subject area
  • how to helpfully contribute to our online global information commons (and have students do the same)

Online communities of interest

  • how to utilize online networks and communities of practice to further their professional learning and growth
  • how to meaningfully connect students to relevant online communities of interest for academic and personal development

Adaptive learning systems

  • how to integrate adaptive learning software into students’ learning and assessment
  • how to utilize blended learning environments to individualize and personalize students’ learning experiences (time, place, path, pace)

I think most teacher preparation programs probably fall short of the mark on these, but a program that could say these things about its preservice teachers would be INCREDIBLE.

What do you think? What would you add to this list? More importantly, does anyone know of a teacher preparation program that’s doing well in some / many / most of these areas?

Three thoughts that are percolating in my head today

Think Think

Here are a few thoughts that are swirling around in my brain today…

  1. It’s hard for schools to teach kids how to make a dent in the universe when they’re focused so heavily on teaching compliance. It’s very difficult to reconcile ‘go out and change the world’ with ‘we’re going to tell you what to do and how to do it every minute of the day; just go along and don’t make trouble.’
  2. It’s hard for schools to teach kids how to make a dent in the universe when the majority of the people working in them don’t understand how most of the world-changing tools work.
  3. We’re afraid of an awful lot of stuff that never seems to actually happen.

Image credit: Think – Computer History Museum, Scott Loftesness

Universities are selling degrees, not skills and competencies

Andrew Barras says:

Universities aren’t selling skills and competencies, they are selling degrees. That creates a disconnect between them and their customers. The ones that resolve this disconnect are the ones that will survive the next 10 years.

via http://educationstormfront.wordpress.com/2014/03/21/an-example-of-how-degrees-matter-less

Responsible educational journalism

Leslie and David Rutkowski say:

simply reporting results, in daring headline fashion, without caution, without caveat, is a dangerous practice. Although cautious reporting isn’t nearly as sensational as crying “Sputnik!” every time the next cycle of PISA results are reported, it is the responsible thing to do.

via http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/20/so-how-overblown-were-no-1-shanghais-pisa-results

This holds true, of course, for all other assessment results as well. I am continually amazed at how many press releases become ‘news stories,’ sometimes nearly verbatim. Too many educational journalists have abdicated their responsibility to ask questions, to investigate claims and evidence, to cast a skeptical eye on puffery, and to try and get to the truth…

Instead of an AUP, how about an EUP (Empowered Use Policy)?

Yes

Most school technology acceptable use policies (AUPs) contain these kinds of phrases:

  • “Students shall not use technology unless authorized by appropriate school personnel.”
  • “The use of the Internet is a privilege, not a right, and inappropriate use will result in cancellation of those privileges.”
  • “Students will not access or modify other accounts, data, files, and/or passwords without authorization.”
  • “You will be held responsible at all times for the proper use of district technology resources, and the district may suspend or revoke your access if you violate the rules.”
  • “Users have no right to privacy while using the district’s Internet systems. The district monitors users’ online activities and reserves the right to access, review, copy, store, or delete any electronic communications or files. This includes any items stored on district-provided devices, such as files, e-mails, cookies, and Internet history.”
  • And so on…

That’s a lot of legalistic language. That’s a lot of negativity.

How about an empowered use policy (EUP) instead? In other words, instead of saying NO, NO, NO! all the time, how about saying yes? Here’s one to consider…

[SCHOOL / DISTRICT NAME]

When it comes to digital technologies in our [school / district], please…

  1. Be empowered. Do awesome things. Share with us your ideas and what you can do. Amaze us.
  2. Be nice. Help foster a school community that is respectful and kind.
  3. Be smart and be safe. If you are uncertain, talk with us.
  4. Be careful and gentle. Our resources are limited. Help us take care of our devices and networks.
Thank you and let us know if you have any questions.

Is there anything major that this EUP doesn’t address? Other thoughts or reactions? Help me make it better…

Image credit: YES, Transcend

‘Closed’ v. ‘open’ systems of knowing

Teaching As a Subversive Activity

I am rereading Teaching As a Subversive Activity, which is a phenomenal book if you haven’t read it. About halfway through the book, Postman and Weingartner discuss ‘closed’ versus ‘open’ systems of knowledge:

A closed system is one in which the knowables are fixed. Examples of this kind of system would include any in which most of its answers are either yes or no, right or wrong, clearly and without any other possibility. (p. 116)

Open systems may be thought of as situations in which there are degrees of ‘rightness,’ and in which a right answer today may well be a wrong answer tomorrow. (p. 117)

Most of what we do in school falls under the description of a ‘closed’ system. There is typically a right answer, the teacher (or the textbook or the learning software) knows it, and it’s up the student to ‘learn’ it and then spit it back correctly: Describe the water cycle. If 4x2 + 3 = 39, what is x? What is the capital of Delaware? 

In life, however, much of what we do falls under the description of an ‘open’ system. We ask questions and make choices and devise solutions that seem right at the time given the particular context: What major should I choose? Should I look for a new job? Is she the one with whom I want to spend the rest of my life? Which car is best for our family? At another time, in another context, we might decide and act differently. This is true for both individual- and citizen-/policy-level decisions: Should we try to stop Russia from annexing Crimea? Are ethanol subsidies a good way to reduce our nation’s fuel dependence? Should I vote ‘yes’ for the school district referendum? When should we place limits on free speech?

Many argue that fixed knowledge items such as ’the water cycle’ or ‘4x2 + 3 = 39’ or ‘the capital of Delaware’ are the necessary parts that form a foundation for deeper, more cognitively complex thinking. And that’s often true. But it’s a whole nother matter to treat fixed items of knowledge as sacrosanct or to elevate them to the primary desired outcomes of schooling, particularly given the increasing presence of Internet-enabled learning contexts in which such items are easily and quickly accessible. Instead of treating content retention and procedural thinking as foundational floors from which we then build larger, more important edifices of learning, we have made them into almost-impermeable ceilings that drive teaching, curriculum, and assessment.

To fully prepare most students for life – and, arguably, to reengage many of them in the learning, not just social, aspects of their schooling – they need greater immersion in open systems of learning where questions are raised, answers aren’t fixed, and solutions are often contextual. This is true for all grade levels, not just secondary. So far most schools don’t do a great job with this. Instead, what schools usually do

in effect [is] to make closed systems of largely open ones. (p. 117)

We take areas of knowledge like science or government or language or health and we set them in stone – “yes or no, right or wrong, clearly and without any other possibility” – instead of bravely facing them – as they are in real life – as open opportunities for discussion, inquiry, problem-solving, and, yes, divergent learning and knowing.

A tremendous challenge for us as educators and policymakers is to stop reducing learning to convergent, ‘closed’ models of knowing and instead embrace the power and potential of more ‘open’ systems of knowledge and inquiry. This challenge is worth taking on because

very few problems of any great significance can be answered if they are approached from a ‘closed’-system point of view. (p. 117)

And goodness knows we have innumerable problems of great significance that would benefit from some fresh thinking…

Picking right answers from a set of prescribed alternatives that trivialize complexity and ambiguity

Leon Botstein says:

The essential mechanism of the SAT, the multiple choice test question, is a bizarre relic of long outdated twentieth century social scientific assumptions and strategies. As every adult recognizes, knowing something or how to do something in real life is never defined by being able to choose a “right” answer from a set of possible answers (some of them intentionally misleading) put forward by faceless test designers who are rarely eminent experts. No scientist, engineer, writer, psychologist, artist, or physician – and certainly no scholar, and therefore no serious university faculty member – pursues his or her vocation by getting right answers from a set of prescribed alternatives that trivialize complexity and ambiguity.

via http://time.com/15199/college-president-sat-is-part-hoax-and-part-fraud

New resource page: Internet filtering and blocking

I created a new resource page on Internet filtering and blocking. Hope it’s useful to you…

See some of my other resources too!

Personalized learning v. targeted advertising

Arguing that ‘the line between educational and commercial purposes may be somewhat blurry,’ Katherine Varker, Associate General Counsel for McGraw-Hill Education, asks:

Where does targeted advertising end and personalized learning begin?

via http://digital.hechingerreport.org/content/schoolprivacyzone-emerging-best-practices-for-a-contentious-issue_1301

The fact that you don’t know – or don’t care – means that I don’t want your company anywhere near my kids.

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