Tag Archives: tech integration

‘Managing students’ technology’ equals ‘forcing them to sit and listen’

Calvin Hennick wrote:

NetSupport’s Kingsley is more skeptical. He laughs at the notion that students will studiously ignore text messages and social media updates from their friends and simply put their devices down when the ­teacher is talking. “Have you been in a classroom?” he asks. “If only the kids would do that.”

“The level of temptation, whether it’s Facebook status updates or chatting with other students, there will always be students doing that,” Kingsley adds. “If you tell them to go to a particular website, how do you know all 30 kids are on that website? You don’t, unless you get up and walk around and check, and then you’ve just wasted 10 minutes of class time. The whole point of this [screen monitoring/blocking] software is to free up time for teachers to do what they do best, which is to teach.”

via http://t.co/HkDelF2ZFP

In other words, teaching = teacher talking while kids are forced to sit and listen.

You could view walking around and seeing what is on kids’ screens as wasting 10 minutes of class time (10 minutes? really?). Or you could view it as what teachers already should be doing.

Another technological ‘solution’ to what ultimately is a learning-teaching issue…

Ed tech behaviorism

Audrey Watters said:

I look around technology today (tech and ed-tech) and I see an incredible reverberation of the work of the behaviorist BF Skinner, for example. Now if you turn to “education theory programs” in “academia,” you’ll find that Skinner isn’t so “hot.” He hasn’t been for decades. He was resoundingly dismissed in tech circles too via Noam Chomsky. And yet, all around me, I see Skinnerism – click-for-immediate-feedback. People as pigeons. Zynga. Farmville. Gamification. But without the language and the theory and the history to say, “hey we recognized in the mid-1960s that this was a wretched path, one with all sorts of anti-democratic repercussions,” we’re not just making the same mistakes again, we’re actually engaging in reactionary practices – politically, pedagogically.

It matters what we know about the history of education. It matters what we know about the history of technology.

via http://www.hackeducation.com/2014/06/07/what-should-technologists-know-about-education

Replication or empowerment?

Let go

We’ve got to decide if our vision for educational technology is around replication or empowerment. And if it’s about empowerment, then guess what? We’ve got to give up the things that we do that feed replication. We can’t hang on to all of those and get to where we’re trying to go.

What are we going to give up? 

Image credit: Let go, Andrew Mitchell

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?

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

Diane Ravitch and technology: Once more into the breach…

I’m trying to see Diane Ravitch’s pro-technology stance. I really am. I thought she was more tempered in Reign of Error. She actually noted some positive affordances of instructional technologies for students and teachers and also appropriately noted concerns about some cyber charter schools. But after yet another derisive statement about how technologies are ‘distracting toys,’ I left the following comment on Diane’s blog:

Diane, lately you have been more tempered with your language regarding educational technology, noting that it has powerful potentials when used correctly and also properly noting the stupidity of some implementation efforts (e.g., L.A. Unified and its iPads). However, you undercut your messaging – and reinforce my earlier concerns about the anti-technology tone of your blogging – when you use phrases like this:

“the ubiquity of distracting electronic toys”

As you know, how we say things is important. I wish you would be more consistent with your nuanced language when it comes to instructional technology. Laptops and iPads and smartphones and other computing devices in schools are not ‘toys’ (as you have stated several times) but instead powerful access vehicles to our increasingly-digital information, economic, and learning landscapes. If a particular implementation is dumb, go ahead and label it as such. But please don’t label all instructional technology efforts as ‘distracting’ or ‘toys.’

Thank you.

That resulted in this Twitter exchange:

Ravitch01

Ravitch02

I’ll let you judge whether Diane’s response addressed my claim that she often uses anti-technology language in her writing. And I’ll keep hoping for more nuanced recognitions from her – like I thought she was doing of late – of both the positives and negatives of the digital tools that are transforming our and our students’ lives…

Previous posts on this topic:

Tech integration fails when it is an add-on

Miguel Guhlin says:

When technology is missing from the equation, both during preparation of an initiative (e.g. Writing Workshop, Problem-Based Learning, whatever), then later when it is shared, adding technology after the fact results in a waste of money. Efforts like mass inclusion of tablets, Bring Your Own Device, Chromebooks fail, not because the devices themselves are insufficient or inadequate to the task, but because they are add-ons to the original recipe … and they were never meant to be included.

via http://www.mguhlin.org/2013/12/plurality-of-diversity-gcouros.html

The magic formula for technology failure?

I’m cleaning out my home office and I found this note I hastily scrawled while traveling somewhere:

Lack of vision + inadequate infrastructure + no training + poor implementation + insufficient ongoing support + refusal to change = tech success!

Does this sound like your wishful school or district? Hope not!

When parents want to opt their children out of ed tech

Denial

I had a conversation with a parent a few weeks back during which she said something like this:

My husband and I are worried about how prevalent screens are in our children’s lives. We are striving to maintain some balance between screen time and other time for our kids. However, our high school’s 1:1 laptop initiative has made it much harder for us to do this with our son since he is now expected to bring the computer home and use it during the evenings and weekends.

Even the most ardent technology advocates usually recognize that others may have different beliefs and norms when it comes to children and computers. I found myself empathizing with this mother as she found herself in direct competition with an initiative from the school system that was intended to empower her child but instead was undermining her parenting.

Parents often have opt-out rights for some sensitive course or school library materials (e.g., movies, videos, books or other readings, sex education classes) but they don’t typically have opt-out rights for instructional methods or curricula. Should parents have the right to refuse or limit a 1:1 initiative – or other educational technology usage – for their children? If so, in practical terms how would that work (e.g., would schools be required to provide analog assignments and/or homework)? What do you think?

Image credit: karen’s denial, zen sutherland

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