Been thinking about what I think.
And what I keep thinking is this: for all the talking about "science", "technology", "engineering", and "math" (and now, "art" -- which I guess is supposed to make us feel better about standardizing education), we are missing out on a chance to reach kids and engage with them on the issues that really matter: life, death, love, compassion, creativity, truth.
I realize that there are many teachers who will say that they integrate all of these together in their teaching. And that is wonderful.
But it's not enough.
It's not enough to be a teacher of math or a teacher of history; we need to liberate ourselves from 1,500 years of disciplinarian categorization and move into a view of education as the preparation of the self in the matters of living.
Science, technology, engineering, math, and yes even art -- though wonderful and necessary in and of themselves -- are only tools, lenses really through which to measure, process, and evaluate the world.
We need to go beyond that.
I don't know what the "beyond that" looks like. I don't have the answers. But I do think that if we want to stay alive as a species on this planet, we're going to have to do a lot more than create new technologies. We're going to have to learn to love one another.
And that should be the only standard.
Thank you to all of the folks who helped me out at ISTE, from @SenorG who set me up with great hospitality to the ISTE volunteers and folks who were kind and happy to chat and give directions to a guy like me who is perpetually lost.
Thank you.
Showing posts with label ISTE 2010. Show all posts
Showing posts with label ISTE 2010. Show all posts
Friday, July 2, 2010
Wednesday, June 30, 2010
ISTE 2010: Personal Learning
Checking out a session on PLNs led by a few masters: @bethstill, @mrplough07, @web20classroom, @bksmith, @rmbyrne, and @oswego98.
Similar to my feelings about the Twitter session yesterday, I really like the concept of this sort of session: it's neither about speaking to the choir nor about showing what cool stuff the speaker can do with tech, it's about teaching teachers how to actually use stuff to make connections on their own. And this session started up with a great question:
Cory Plough introduced the session by discussing the fact that Twitter gave him something he didn't feel he had among his local colleagues: an ability to access solutions all the time in real time. This is really one of those things that separates where we are from where we were. And in school, it means we can spend more time on the questions "why" and "how" rather than "what" and "when".
Beth Still then described the ways that online colleagues becomes f2f friends; the PLN isn't a gimmick -- it's a real community. That community has the opportunity to meet at conferences like ISTE, but also via Skype and Google Chat and Facebook; these connections are different in "idea" and "form" from pre-socialmedia networks. It's necessary therefore to actively engage in understanding how the network works and explore avenues that make the most of the real-time aspects.
One of the first things most people come to realize is of course that the medium doesn't work so well for broadcasting; but it's beyond compare in its capacity to bring together folks of like interest together in a non-hierarchical discussion.
Many folks in the backchannel noted the amazement they have that they are learning from folks all over the world through their PLNs. That marks another shift: the ability to access knowledge and conversation where-ever it is.
Steven Anderson: "The 'Learning' part of PLN is the key". Steve also stresses the fact that this community is real. He also gets to the heart of it -- it's when your colleague asks where you got some info and you respond, "My PLN." and they say, "Your PLN-what?". It's essential therefore to bring people into the community and help them become an active part of the culture. We can't let the edu-twitterverse become exclusive; diversity of experience and opinion is key.
Because this is all part of a culture shift. It's about shifting hierarchies. It's about changing the way we think about geography and "place". It's about engaging in diversity (or it can be) in exponential ways. It's not just 'professional development' -- it's "personal learning".
Similar to my feelings about the Twitter session yesterday, I really like the concept of this sort of session: it's neither about speaking to the choir nor about showing what cool stuff the speaker can do with tech, it's about teaching teachers how to actually use stuff to make connections on their own. And this session started up with a great question:
"How personal can a personal learning network be?" -- @mrplough07
Cory Plough introduced the session by discussing the fact that Twitter gave him something he didn't feel he had among his local colleagues: an ability to access solutions all the time in real time. This is really one of those things that separates where we are from where we were. And in school, it means we can spend more time on the questions "why" and "how" rather than "what" and "when".
Beth Still then described the ways that online colleagues becomes f2f friends; the PLN isn't a gimmick -- it's a real community. That community has the opportunity to meet at conferences like ISTE, but also via Skype and Google Chat and Facebook; these connections are different in "idea" and "form" from pre-socialmedia networks. It's necessary therefore to actively engage in understanding how the network works and explore avenues that make the most of the real-time aspects.
One of the first things most people come to realize is of course that the medium doesn't work so well for broadcasting; but it's beyond compare in its capacity to bring together folks of like interest together in a non-hierarchical discussion.
Many folks in the backchannel noted the amazement they have that they are learning from folks all over the world through their PLNs. That marks another shift: the ability to access knowledge and conversation where-ever it is.
Steven Anderson: "The 'Learning' part of PLN is the key". Steve also stresses the fact that this community is real. He also gets to the heart of it -- it's when your colleague asks where you got some info and you respond, "My PLN." and they say, "Your PLN-what?". It's essential therefore to bring people into the community and help them become an active part of the culture. We can't let the edu-twitterverse become exclusive; diversity of experience and opinion is key.
Because this is all part of a culture shift. It's about shifting hierarchies. It's about changing the way we think about geography and "place". It's about engaging in diversity (or it can be) in exponential ways. It's not just 'professional development' -- it's "personal learning".
ISTE 2010: Howard Rheingold on Critical Thinking and Networked Life
In session listening to Howard Rheingold. He's been talking about critical thinking, multitasking, identity, and network awareness.
On the issue of multitasking and self-awareness, Howard stresses getting students to think critically about the way they interact with technology and knowledge: "I am trying to establish the beginnings of some mindfulness." I like the way Howard uses a discussion of social technology to advocate for engagement and empowerment; he's got such a touch for understanding that the Net -- especially for kids -- is a public forum for exploring identity. The important thing is to be able to think critically about how the content distributed across the Net relates to that exploration of identity and to be aware of the "self" on the Net.
That's why it's so crucial to letting kids access the real Web in school; because anything less than authentic media in the classroom undermines the authenticity of the teaching and learning in a media-rich environment, or as Howard says: "Having a filtered version of the Web in your school is like teaching them to drive by watching a slideshow."
An interesting idea developed during the Q&A session. Basically an analogy was made between teaching media literacy and teaching sex ed. And Howard's take was that in both cases, what we're really teaching kids is how to make good choices. That should be the baseline goal of all instruction and conversation in and of digital literacies.
Check out the new Critical Thinking Wiki that Howard has started and share ideas related to "effective living" in the networked world as you see it.
On the issue of multitasking and self-awareness, Howard stresses getting students to think critically about the way they interact with technology and knowledge: "I am trying to establish the beginnings of some mindfulness." I like the way Howard uses a discussion of social technology to advocate for engagement and empowerment; he's got such a touch for understanding that the Net -- especially for kids -- is a public forum for exploring identity. The important thing is to be able to think critically about how the content distributed across the Net relates to that exploration of identity and to be aware of the "self" on the Net.
That's why it's so crucial to letting kids access the real Web in school; because anything less than authentic media in the classroom undermines the authenticity of the teaching and learning in a media-rich environment, or as Howard says: "Having a filtered version of the Web in your school is like teaching them to drive by watching a slideshow."
An interesting idea developed during the Q&A session. Basically an analogy was made between teaching media literacy and teaching sex ed. And Howard's take was that in both cases, what we're really teaching kids is how to make good choices. That should be the baseline goal of all instruction and conversation in and of digital literacies.
Check out the new Critical Thinking Wiki that Howard has started and share ideas related to "effective living" in the networked world as you see it.
ISTE 2010: Rumors About Google Apps for Ed?
Got nothing but rumors here, but I've talked to two people here at the convention who claim that Google is going to include Blogger, Picasa, and a 'safety-mode' portal into YouTube in an update of Google Apps for Ed.
Presumably, that would mean that the TOS for kids under 13 would be a moot point as all activity could happen within the school's Google account and schools would of course have services archived/secured through Postini.
Stay tuned.
[UPDATE: @BillCamp shot over this release from Google from last month; it specifically addresses bringing Picasa, Reader, and Blogger into Google Apps for Ed. No specific mention of YouTube, but that would be the game-changer as so many districts currently block YouTube out of content concerns.]
Presumably, that would mean that the TOS for kids under 13 would be a moot point as all activity could happen within the school's Google account and schools would of course have services archived/secured through Postini.
Stay tuned.
[UPDATE: @BillCamp shot over this release from Google from last month; it specifically addresses bringing Picasa, Reader, and Blogger into Google Apps for Ed. No specific mention of YouTube, but that would be the game-changer as so many districts currently block YouTube out of content concerns.]
Tuesday, June 29, 2010
ISTE 2010: Schoology
Pretty darned blown away by Schoology, an LMS based on a social network that seems as both as easy to maneuver and as accessible as Facebook. In fact, the thing kinda looks like FB as students create profiles -- profiles that could grow into an academic digital portfolio over the course of a student's school career.
Does it have a grade book? Check. Can you take attendance? Both in class and schoolwide. Can students and teachers create profiles and share links, class material, class/homework, projects? Check.
But wait, there's more! (I feel like I'm selling a ginsu knife...)
In Schoology, users get: dropboxes, class analytics, blogs, bookmarking, collaborative workspaces, calendars...
Oh, and it monitors student profiles for abusive language and content and sends immediate notice to the teacher.
Oh, and the base version is free.
And for a set of fees, schools can choose what add-ons -- including archiving, different forms of back-ups, branding -- that they individually need.
I haven't used Schoology yet; heck for all I know it might be totally clunky. But beings that it is based on social tech and social learning, it represents another move -- along with Elgg, and to an extent Google Apps for Ed -- to further integrate the reality of the digital environment as it exists today into the reality of the formal learning experience. That's the key.
Does it have a grade book? Check. Can you take attendance? Both in class and schoolwide. Can students and teachers create profiles and share links, class material, class/homework, projects? Check.
But wait, there's more! (I feel like I'm selling a ginsu knife...)
In Schoology, users get: dropboxes, class analytics, blogs, bookmarking, collaborative workspaces, calendars...
Oh, and it monitors student profiles for abusive language and content and sends immediate notice to the teacher.
Oh, and the base version is free.
And for a set of fees, schools can choose what add-ons -- including archiving, different forms of back-ups, branding -- that they individually need.
I haven't used Schoology yet; heck for all I know it might be totally clunky. But beings that it is based on social tech and social learning, it represents another move -- along with Elgg, and to an extent Google Apps for Ed -- to further integrate the reality of the digital environment as it exists today into the reality of the formal learning experience. That's the key.
ISTE 2010: Mathematica
A regular complaint I hear from math teachers is that so little of this tech stuff relates in a practical way to teaching math.
Maybe they have a right to complain. Maybe they just don't realize what's happening in higher ed math teaching.
This afternoon, I got the chance to see something that might make tech a lot more useful for them. Met with the folks at Wolfram Research who were talking about their math software -- Mathematica. According to them, all 200 of the top universities in the world are currently using Mathematica.
The program lets teachers create interactive manipulable content and features thousands of ready to use 2 and 3D models for learning everything from algebra to geometry to trig to physics to chemistry.
Here's a link to their own video describing the software.
Wolfram has got an offer going for K-12 teachers looking to try out Mathematica; check it out and let us know how/if it works for you.
Maybe they have a right to complain. Maybe they just don't realize what's happening in higher ed math teaching.
This afternoon, I got the chance to see something that might make tech a lot more useful for them. Met with the folks at Wolfram Research who were talking about their math software -- Mathematica. According to them, all 200 of the top universities in the world are currently using Mathematica.
The program lets teachers create interactive manipulable content and features thousands of ready to use 2 and 3D models for learning everything from algebra to geometry to trig to physics to chemistry.
Here's a link to their own video describing the software.
Wolfram has got an offer going for K-12 teachers looking to try out Mathematica; check it out and let us know how/if it works for you.
ISTE 2010: Paperless Recap
Giving a recap of the Paperless Earth Day Project and showing the various sorts of things that teachers around the world did during the action. The presentation will be in about 15 minutes (1:30PM MDT) via ISTE Unplugged; check here for the schedule of all Unplugged events and click here to join our presentation live.
ISTE 2010: You Have Seen the Future
"You have seen the future!"
That's what came out of the presenter's mouth. He was presenting what he called the "most important" advance in education we've seen in a decade. The result of endless hours of research and development. An advance that would finally allow us to truly assess our students in a way that matters.
The advance?
The Promethean ActivExpression. Which for a cost of only $2,000 for a set of 32 of the 1990's cell-phone shaped device, will change education forever.
Because it does this thing that's absolutely incredible: it allows kids to text responses and through the exclusive Promethean software, it allows everybody to see those responses projected in real-time!
And for only $2,000+ change per classroom! Amazing! Earth shattering! I've seen the future of classroom communication!
Except that this kind of communication premiered in 2007. And it's free.
It's called Twitter.
And not only is there nothing that the Promethean ActivExpression shoe-phone can do that your kids can't do in class sending an SMS to Twitter and following the conversation with Hootsuite, it's also a closed system that only works on Promethean software (well, actually, you can run the thing without the software and use it as a glorified yes/no clicker).
For any admin even remotely considering purchasing the ActivExpression system to "engage students with formative learning", I strongly suggest you first spend the summer learning how Twitter works in the classroom. Here's a great resource for you to check out.
As for Promethean showing you the future, tell 'em you've already seen it... and it's not what they're selling.
That's what came out of the presenter's mouth. He was presenting what he called the "most important" advance in education we've seen in a decade. The result of endless hours of research and development. An advance that would finally allow us to truly assess our students in a way that matters.
The advance?
The Promethean ActivExpression. Which for a cost of only $2,000 for a set of 32 of the 1990's cell-phone shaped device, will change education forever.
Because it does this thing that's absolutely incredible: it allows kids to text responses and through the exclusive Promethean software, it allows everybody to see those responses projected in real-time!
And for only $2,000+ change per classroom! Amazing! Earth shattering! I've seen the future of classroom communication!
Except that this kind of communication premiered in 2007. And it's free.
It's called Twitter.
And not only is there nothing that the Promethean ActivExpression shoe-phone can do that your kids can't do in class sending an SMS to Twitter and following the conversation with Hootsuite, it's also a closed system that only works on Promethean software (well, actually, you can run the thing without the software and use it as a glorified yes/no clicker).
For any admin even remotely considering purchasing the ActivExpression system to "engage students with formative learning", I strongly suggest you first spend the summer learning how Twitter works in the classroom. Here's a great resource for you to check out.
As for Promethean showing you the future, tell 'em you've already seen it... and it's not what they're selling.
ISTE 2010: Walking
Took a long walk this morning from 1st Ave to 14th. walking is a form of technology, really; in that it's a sort of interface for processing one's surroundings.
I was struck by three things.
First: The size of the boulevards. Being an East Coaster, I find six-lane one-way streets in the middle of a city somewhat confounding. But everything is sort of bigger and broader out here; influence of the Rockies, for sure.
Second: Architecture. Architecture and the lack of it. There's a lot of construction going on and even the older parts of downtown look freshly dusted. The library and the art museum are particularly impressive -- both models of innovative design. It's an odd contrast to the quite large population of homeless and mentally ill you'll find all over the city. Certain parts of town are downright wastelands and if anyone here at the convention could point me in the direction of anybody working with these populations in Denver, I'd love to talk and hear about what's going on.
Third: Fruit trees. I love seeing fruit trees along the sidewalks. walking into downtown this morning, I passed through a neighborhood where a bunch of sturdy apple trees grew along the side of the road. And it seemed like a pretty good metaphor for the way I'm experiencing Denver -- for in a city full of big roads and bright buildings, it's in those old roots finding their way under sidewalks and along curbs that I see what a city can be.
I was struck by three things.
First: The size of the boulevards. Being an East Coaster, I find six-lane one-way streets in the middle of a city somewhat confounding. But everything is sort of bigger and broader out here; influence of the Rockies, for sure.
Second: Architecture. Architecture and the lack of it. There's a lot of construction going on and even the older parts of downtown look freshly dusted. The library and the art museum are particularly impressive -- both models of innovative design. It's an odd contrast to the quite large population of homeless and mentally ill you'll find all over the city. Certain parts of town are downright wastelands and if anyone here at the convention could point me in the direction of anybody working with these populations in Denver, I'd love to talk and hear about what's going on.
Third: Fruit trees. I love seeing fruit trees along the sidewalks. walking into downtown this morning, I passed through a neighborhood where a bunch of sturdy apple trees grew along the side of the road. And it seemed like a pretty good metaphor for the way I'm experiencing Denver -- for in a city full of big roads and bright buildings, it's in those old roots finding their way under sidewalks and along curbs that I see what a city can be.
Monday, June 28, 2010
ISTE 2010: Looks
Things are winding down a bit as people are strategizing how best to acquire free food. Grub makes the world go 'round and that's especially true at ISTE.
A thought comes to mind: with so many of the tech companies around here giving away free stuff -- from trinkets and tote-bags to food and drink -- I wonder...
You know how some people really look like their dog? I mean, like you see a big square-faced guy walking a Great Dane or a little squat guy walking a little squat dog... (I'm making sense here, right?)
Well, the guy next to me just asked someone if he worked for Microsoft... based on the blue shirt he's wearing. And earlier in the day someone mentioned being upset to find that not all the Open Source guys had beards.
So -- and I realize I'm tired and delusional -- but, the question has to be asked: "DO WE LOOK LIKE THE TECH WE USE?"
What's a Wikispacer look like? What does a Waver wear? Is there a Jing dress code?
You tell me. I'm headed for grub.
A thought comes to mind: with so many of the tech companies around here giving away free stuff -- from trinkets and tote-bags to food and drink -- I wonder...
You know how some people really look like their dog? I mean, like you see a big square-faced guy walking a Great Dane or a little squat guy walking a little squat dog... (I'm making sense here, right?)
Well, the guy next to me just asked someone if he worked for Microsoft... based on the blue shirt he's wearing. And earlier in the day someone mentioned being upset to find that not all the Open Source guys had beards.
So -- and I realize I'm tired and delusional -- but, the question has to be asked: "DO WE LOOK LIKE THE TECH WE USE?"
What's a Wikispacer look like? What does a Waver wear? Is there a Jing dress code?
You tell me. I'm headed for grub.
ISTE 2010: Twitter for Education and Leadership Connections
Biggest "non-ballroom" crowd I've seen so far: @crafty184, @jonbecker, and @brueckj23 leading a not-dumbed-down introduction to Twitter for education and leadership.
a) I think there's something to be said for the fact that this was the most packed session I've seen so far.
b) Kudos to the trio for helping a lot of folks how to access that "other" conference going on via the Web simultaneously as the physical one here at the Denver Convention Center. Access to that meta-conference is priceless; it's where connections are being made that will long outlast anything said in these rooms -- connection both with people here in Denver and with folks around the world who are pushing education and leadership in new directions.
a) I think there's something to be said for the fact that this was the most packed session I've seen so far.
b) Kudos to the trio for helping a lot of folks how to access that "other" conference going on via the Web simultaneously as the physical one here at the Denver Convention Center. Access to that meta-conference is priceless; it's where connections are being made that will long outlast anything said in these rooms -- connection both with people here in Denver and with folks around the world who are pushing education and leadership in new directions.
ISTE 2010: I Made It!
Just pulled into Denver.
And I'm starving.
Well, not really, but you know what I mean. Hoping to meet with a few bloggers and chart a course of action, a plan of attack, a... well... I want to figure out what to see and when to see it.
If you are at ISTE 2010, please leave comments here as to what I should see over the next three days. Last year, I pulled off 25 posts in 4 days... and I think at least a few of them made sense.
This year, I'm looking for you to tell me what interests YOU.
I'll try my best to cover all I can. Scott McLeod put together a list of everything happening here over the next few days; check it out whether you are in Denver or whether you are elsewhere in this big world.
Will report back soon!
And I'm starving.
Well, not really, but you know what I mean. Hoping to meet with a few bloggers and chart a course of action, a plan of attack, a... well... I want to figure out what to see and when to see it.
If you are at ISTE 2010, please leave comments here as to what I should see over the next three days. Last year, I pulled off 25 posts in 4 days... and I think at least a few of them made sense.
This year, I'm looking for you to tell me what interests YOU.
I'll try my best to cover all I can. Scott McLeod put together a list of everything happening here over the next few days; check it out whether you are in Denver or whether you are elsewhere in this big world.
Will report back soon!
Denver Bound
Headed to the airport.
For the next three days, I'll be blogging and tweeting from ISTE 2010 bringing you full coverage from the convention floor to the blogger's cafe to the session and workshops. Stay tuned.
For the next three days, I'll be blogging and tweeting from ISTE 2010 bringing you full coverage from the convention floor to the blogger's cafe to the session and workshops. Stay tuned.
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