Bold Leaps

The State of Digital Education Infographic

Created by Knewton and Column Five Media

 

Digital Textbooks-Examining Myths & Realities

South Carolina, along with other states, is looking for innovative solutions for improving public education. Often maligned for its industrial model, education policies and practices are usually considered behind the times. Since education is often viewed as an economic engine, states are seeking to find creative ways to increase the number of high school graduates who are well prepared for either college or a job after high school. Coupled with the economic woes of the country resulting in less monies available for education, policymakers are taking a closer look at what is arguably one of the largest budget items for K-12 education--textbooks. States such as California, Florida, and Georgia have either passed legislation or written legislation that would require all or some of their textbooks and other instructional materials be bought in digital format. On the surface, this seems like an easy fix to address not only budget woes but also to move education into the 21st century. As with most ideas that seem too good to be true, this one needs much closer examination.

Technology, in its broadest definition, means entities, both material and immaterial, created by applying mental and physical effort to achieve some value. The usage of these entities--whether a crow bar or a particle accelerator--should solve a problem or serve a purpose. Even as more and more funds are spent to buy technology tools for classrooms, the true purpose of those tools has become murky, if not completely lost. Teachers in classrooms today are faced with Googled learners who have grown up with virtual reality games and can find anything with a few taps of their fingers. In response, the goal of integrating technology into teaching and learning has overshadowed the importance of the fundamental elements of teaching. Technology alone has become the initiative, the newest program to “fix” education, more often than not engaging students in activities rather than being a tool that engages students with core content ideas. Digital textbooks and other digital instructional materials implemented without adherence to clear and focused priorities on effective instruction will not perpetuate what is needed--support for teachers to teach in ways that children learn.  

Teaching is a highly complex activity that draws on many types of knowledge. Besides content knowledge, a teacher must also have pedagogical knowledge such as how brains learn and transfer learning. For example, a fundamental element of teaching is checking for understanding. In other words, a teacher asking questions throughout a lesson to gauge who is learning the content, at what level, and using this data to make instructional decisions such as adjusting instruction to reteach or move on. It is an effective instructional strategy validated by decades of research, made even more powerful when coupled with recent brain research on how children learn. It forms the basis for a teacher’s pedagogical knowledge of formative assessment. Without this knowledge, the use of “clickers”--a student response system used in conjunction with many interactive white boards--becomes less effective. Knowledge about technology cannot be treated as context-free. Good teaching requires an understanding of how technology relates to the pedagogy and content.  

Can Ed Tech Conferences Be More Meaningful?

In the last few months, SCETV and Greenville County School District offered free conferences for educators. Free meaning there was no registration charge to attend.  While I enjoyed attending each--mainly to reconnect with colleagues and make new connections--I could not shake the feeling that a huge something was missing.  It's the same feeling I get when I attend SC EdTech conference held every October at Myrtle Beach. 

All of these conferences are well organized.  As someone who has organized national conferences, I know that putting one of these on requires huge amounts of time, commitment, and patience from an army of people--mostly because the devil is in the details.  Conferences usually start with a vision of sharing knowledge, ideas, and resources as a form of professional development.  Themes are argued about, then agreed upon, vendors for exhibits are solicited, proposals for presentations are sought, hotels are scouted, and on it goes until showtime. But sometimes the forest gets lost trying to get the trees to line up.

Back to that nagging feeling.  It stems from what I see as a huge disconnect between addressing the cultural change needed to use technology as a powerful teaching and learning tool and skill building for using technology in the classroom.  The former is strategic, the latter mechanical.   The issue is two fold--many, if not all the sessions are about skill building.  Often this becomes a chicken and egg conundrum.  If teachers are not aware of the tools or not knowledgeable about how to use the tools, how can we expect them to use technology in the classroom?  On the other hand, if they are not predisposed to using technology, how do we get them aware and knowledgeable?  It is easier to demonstrate the tools than tackle the much larger complex issue of how to provide an environment that actively supports teachers and students using technology for deep, meaningful learning. 

Addressing how to change cultures in schools and mindsets of teachers on the importance of using technology to teach and learn is the missing link for me.  How do we spread beyond the echo chamber to make the most impact possible?  The transformation needed in education to change teaching and learning to meet the needs of today's digital learners is urgent and requires exponential action.

How do we make this happen? Here are a few suggestions:

1. Openly and aggressively solicit for proposals from education leaders that have insight into how to change school cultures.  Who are the leaders that have "been there done that" and successfully changed mindsets? Give them a forum to pass on their knowledge and experiences--the rewards as well as the challenges.  Begin a conversation face to face that moves to an online medium after the conference for continued dialogue and connection.

2. Recruit volunteers to ustream, tweet, facebook, and report in various media as many sessions live as possible to allow others to attend virtually.  Allow plenty of awareness and how-to information so as many educators as possible can participate. Allow off site presenters to use technology to present and participate.

3. Require presenters to Include integration strategies and direct curriculum connections in all sessions complete with having an online presence for reference at a later date for all skill building sessions.  Be sure all curriculum areas are represented.  And provide the support to enable this to take place. Be imaginative in helping everyone around the state be collaborative in the session planning.

4. Encourage dialogue at all sessions as well as throughout conference on differences between technology issues and classroom management issues.  For example, dispel myths that cell phone use in classrooms cause cheating. Kids have been cheating forever. How we deal with it is always in constant revision.

In no way do I mean to disparage the brave and hard working people who planned these conferences.  Just want to push them to the next level. Wonder if any of them will take the challenge.

The Story I am Sticking To

Reinventing Our Schools

There is much angst among politicians, educators, parents, and communities caught up in the debate and rhetoric surrounding how to “fix” our education system. While most agree the system is broken, there are different viewpoints, from the extremes on the ends to all the points in between.  Yet most efforts and ideas are futile given that—to use a tired but appropriate analogy—we are trying to remodel the school house by merely painting the rooms—while the foundation is shaky, the building inspector is hovering, and the repair budget is shrinking fast.  Without a clear and overriding vision for an educated society, led by those who have the most power, knowledge, and influence, the schoolhouse will continue to crumble.  The largest, most immediate as well as on going, beneficiary of such a vision are the children—who for the most part do not have a voice in the discussion.  But they tell us in other ways-by spacing out, dropping out, copping out-that schools are becoming irrelevant to them.  The fall out is seen all around us and pundits and others are circling like vultures.

How do we remodel this house?  How do we move from making only technical changes to adaptive changes?  We adopt the platform of “re”- a prefix meaning “back” or “backward” to indicate withdrawal or backward motion.  We back away from what the dark, narrow rooms—indeed the entire structure--the education system has been locked into via bad policy, lack of coherence, and entrenchment in past-their-time practices that do not work today.  Schools are but one component in a complex, organized society and we must acknowledge it loud and clear to connect the dots literally and figuratively.

This new platform is based on the hard work it will take to:

Re-frame the dialogue. What are our beliefs about the value of children in our society? Shouldn’t our value of education in a democratic society be such that we believe that every child, anywhere is worth our every effort? We must work to remodel this house so that innovative ideas are all inclusive, with not one child left out because of their place or circumstances of birth. We must remodel the system comprehensively, not just for some children but for all children.  All children deserve great schools and all schools should have the opportunity to be great.

Re-align the mindsets. We must absolutely rid our society of mindsets that distract us from and distort our vision.  Words and labels attached to schools and children such as “failing” are particularly destructive.  If schools are a microcosm of society, then it not schools that are failing-- it is us. Comparing students from different schools, even within the same disadvantaged neighborhoods, is difficult to do in a rigorous, scientific way.  So we must stop comparing schools and ensure that every school has what it needs for each child to succeed from where they start.  Poverty and race play a huge role in the collective mindset of society and we must fully acknowledge and pledge to do all possible to overturn their negative impact on children and learning.

Re-invent assessment.  How do we define “student achievement”? How do we define “success” when we measure schools, teachers', and students performance? Currently it is defined by one test score given once a year by paper and pencil.  Adequate? Not hardly. Punitive? Yes, in many deep, and harmful ways.  If we value every child, we must assure that every child has the time and resources to succeed at the highest levels.  This can only be measured by using authentic performance assessment methods.  Will this be difficult and expensive? Yes but vitally necessary. All tightly held beliefs such as grades, time, and structure need to challenged and put into perspective based on 21st century needs.

Re-design schools, classrooms, education system. Funding a new system to make it equitable-- and takes into account that schools from poor areas will cost much, much more than current levels-- will take political and societal will, courage, and most importantly, acknowledgement that no evidence exists that there is an educational panacea for social inequality.  Children need a strong community support structure that includes resources for their parents to live a life of dignity—health care, sustainable salary, good education, and reasonable prospect for good retirement.  This requires a comprehensive effort, with all segments working together, not finger pointing or assigning blame for different parts of the whole.  It will take listening to different points of view that may not be like your own, coming together with reasoned debate and common sense solutions.

Re-energize the teaching profession.  Teaching is not rocket science—it is far more complex and demanding work than rocket science. It requires deep knowledge and experience in child and adolescent psychology, brain research as it applies to effective learning strategies for children with diverse needs, and working well within a professional learning community that collaborates and grows with experience and learning. Yet, somehow the pubic at large believes that anyone can be a teacher with only the desire and an entree-regardless of experience or training.  Systemic transformation is needed to prepare and mentor teachers, to place the best where they are needed most, and to reward those professionals at a level commiserate with their status-not based on what is mostly out of their control.  In spite of what we see in the movies, there are no miracles.  We need to nurture motivated, energetic teachers and give them the freedom to create learning environments where students thrive because they are given the opportunity to care about what they are doing—learning for learning's sake.

Re-new relationships that have been sacrificed in the quest for “accountability”.  Relationships between teachers and parents, learners and teachers, communities and schools.  The testing mania has pitted these groups against each other rather than working together.  Only until all are invited to the table, their ideas and roles respected, can we move forward.  “Out of many, One.”

I began my career over 30 years ago in the small neighborhood school that I attended as a child.  It had changed a lot by the time I landed there as a teacher to include children from “State Park”, a low income park, mostly African-American.  Being from the typical demographic for a teacher (still true today)—female, young, white, raised in middle class home—imagine my shock when I took a student home one day to the shack he lived in with his elderly, frail grandmother-no heat, no air, no books, no hope.  It changed me forever.  I took to heart the words of a wise, veteran teacher who mentored me my first few years—those who are least loveable, need it the most.

It is with this conviction that I push for the urgent need to reinvent education—who knows that the cure for cancer does not already reside in a child from the “corridor of shame”, waiting for the nurturance and quality education needed to bring it to the world?

Toxic Grading Practices

I am venturing off my usual---although sparse--blog post topics to talk about a personal dilemma I have had over my son's years at Chapin High School.  A little background--My third son grew up sooner than I had hoped for given he had two older brothers to lead the way. He crawled out of his crib and came down the stairs belly side down at the age of six months, was walking at nine months.  He started preschool at age three and-- because the law for how old you must be to enter first grade changed the year he was born and he is a September baby--stayed in kindergarten for two years.  He was selected for the gifted and talented program in second grade and remained there throughout elementary and middle school.  In fact, he was on the honor roll thru eighth grade and was selected as a Duke TIP scholar. 

Then high school happened-- and the bottom fell out so to speak.  He was in put Honors classes and struggled.  I encouraged him to join a pre-engineering class in ninth grade because his talents were in mathematics and science.  The teacher flunked him because he did not turn in his work.  (Luckily that teacher retired the next year.  The designer of the program would have been shocked and dismayed that the way this class was taught turned my son off of pursuing an engineering career.) But that was not his only bad experience.  His English teacher did the same.  Conferences were scheduled, consequences were dealt out at home, hands were wrung, fingers were pointed.  This has gone on each of his years in high school.  (What has amazed me as an educator is that at each conference, the teachers pointed their fingers at Eric--he didn't turn in the work, he didn't take advantage of enrichment class; he didn't take grades seriously, doesn't study enough, on and on.  Not one teacher or administrator for that matter said, "if he is not learning--as evidenced by the fact that he is failing my class--I need to examine my practices, strategies, and craft to figure out why. Why is it acceptable that any child makes an F in any class?"  )   Now my son has actually helped make the data look good at the school--he passed the HSAPs the first time, ditto with end-of-course tests.  So he didn't require intervention as defined by the accountability criteria.  In fact, he always seemed to "pull it out" in crunch time.  You would think that he would be a problem in class, right?  Not so. His teachers have all said he is not a discipline problem, he participates in class, a pleasant student, never tardy.  Just doesn't do his homework. Or turn in projects.  The one bright spot for him in high school has been his opportunity to play baseball.  He loves it. Given the story about his grade history, you can see the train wreck that happened a couple of months ago, right?

It seems that his failing classes stem from mostly getting all those 0's from not turning in work.  This year it caught up with him when it was ruled he was academically ineligible to play baseball.  It came down to a half semester course he failed because he did not turn in a PowerPoint project.  Regardless that he had a 90 average. Regardless that he made a 91 on the semester exam.  The project was not turned in--0.  He is struggling with Physics and English but he is working to bring those up.  No can do with the flunked class-- says his teacher and supported by the administration.  As a parent, I feel badly that he hasn't played the game of school well enough to be at least half way successful.  He is a bright child that has had the motivation sucked out of him from bad experiences at high school. Yet he goes everyday and even goes to baseball games as a manager of sorts although he can't play.  I have not ever wanted him to get a free ride for not doing his work.  But as an educator, I can't help but think someone at his school could have tried to look past the grades in the gradebook to see what was happening.  As a parent, I constantly wonder what I should have, could have done differently to avoid this situation.   He has not been in any trouble with drugs, drinking, smoking, never gotten a speeding ticket, is always where he says he is, comes home by curfew, a model son.  What lesson does the school think its giving him by not letting him make up the work because the semester is over and the grade is "final"?  Probably not the one they think.

My consolation is that after May, hopefully high school will be behind him.  High school grades only serve to determine the next "level" of school--and if a child has not been successful in school, why would they choose to bring on more pain upon themselves?  My son was hoping to play baseball for a college next year but that dream has been blown away by a rigid one size fits all grading system that doesn't make exceptions.  And this in one of the "best" districts in the state. It makes me shudder to think about these kinds of kids in less than stellar school districts.   And we wonder why so many kids drop out.  My son is going to be fine no matter the outcome this year.  I believe he has a good heart, a good foundation and will make good choices about his future.  Said like a mom, right?!

When I saw this video, I thought YES! This expresses my sentiments exactly--as a parent and an educator.  Are you paying attention high school teachers and administrators?

 

 

Patting Myself on the Back

Bill Gaskins sent a tweet the other day alerting me that I was quoted in an issue of ISTE's Leading and Learning journal. What a surprise! In trying to access the article, I was reminded that my membership to ISTE had lapsed so I rejoined--which I needed to do anyway.  The quote was from a comment I made on Will Richardson's blog a while back. 

If Bill had not sent me the head's up, I would not have seen it! Thanks Bill!   (I am sure ISTE thanks you too since they received my $$ for another year!) Another great example of the power of social media.

It does bring up another issue though.  A good friend who is a media literacy expert has asked,  "If they lifted it from a blog, are they required to contact you for permission to publish?"  I was not contacted yet there it is in print.  Your thoughts?

Look Inside >> February 2009

Camp 2.0

Here's a great spinoff of the famous camp letter to parents.  It's a good look at what digital learners should be doing do not just at camp, but in the classroom.

 

A little blurry but you get the picture. :) Thanks to Scott Schwister for the heads up.

 

Top Ten List of Myths to Bust in 2009

Bill Gaskins from the Lowcountry blog Blogging on the Bay  tagged me for a meme started by Paul C at Quoteflections on the topic: Life is One Big Top Ten (2008), an outgrowth of Time's ultimate Top Ten Everything of 2008.  I have listed, in my opinion, the top ten myths in education, in no particular order. (There are plenty more so add them in the comment section.)  Let's bust these myths in 2009!

Top Ten Myths in Education

• Grouping students by age into grades for twelve years at 180 days per year is a reasonable and successful way to organize schools.
• Getting A's is the point of school.
• Filtering all the "bad stuff" from children while they are online in school promotes Internet safety and media literacy.
• Paying teachers based on students' test scores, will motivate them to work harder and be better teachers.
• Homework teaches  independence and good work habits, "reinforces" what has been taught, and helps students to become more successful learners.
• High stakes testing provides an accurate measurement of "achievement". 
• Interactive whiteboards  are a school district's  best investment of funds to move classrooms out of the Industrial Age model.
• When the money follows the child, all children will benefit--particularly the ones living in small, rural, poor school districts.
• Its all the parent's fault.  No wait, its all the teacher's fault.  No wait it's all the policy makers fault. Oh wait it must be society's fault.
• Politicians, corporate executives, ex military brass, and others not in the classroom all know better than those in the classrooms how to "fix" education. Besides, anyone can teach, right?

We Live in Exponential Times

Here is the latest version of the wonderfully viral video "Did You Know?" by Karl Fisch.  It is a great conversation starter for how to transform education to meet the needs of digital learners.