EdTechTrek

I have been thinking lately of the onslaught of new tools and related learning potential that they hold. Over the past few years there has just been an onslaught of new tools and services out there. Some are still around, some have fallen by the wayside. Many of these tools fall in the Web 2.0 category. (here and here, to list a “few”). The discussions and implementations with EdTech folks have been just as numerous. I totally understand the desire to find those “perfect” tools and tools to transform “same-old” learning into learning that is culturally relevant and personally meaningful. I get that. I think about these things all the time. However, there is something innate in the tech “geek” that drives us on to try every new thing coming down the pike and to abandon tools that worked just fine for newer, shinier, cooler tools that have that one (or 100) extra feature that just makes it superior. Yet, often they are not advantages that the average teacher would take advantage of - or would even care about. Sometimes I think we are doing the typical teacher a disservice with our insatiable appetite for new tools. And, I do get the need in this time to be able to quickly adapt to new tools as old ones become extinct. However, many teachers need simple tools tied to powerful learning opportunities. I think that they feel the same inundation of innovation and simply shut down. We need to sell them on the pedagogical, not the technical. On the true learning innovation, not the innovative tools. On the passion and excitement of being in control of learning, not on controlling learning. On the power of creative production of meaningful learning artifacts, not on glitzy but empty products.

Here is a iPhone product called FriendBook that caught my eye and drove me on to write this post. I used this example in one of my comments on Will Richardson’s latest blog posts titled, “What I Hate About Twitter“. It is an interesting conversation on the value of a tool like Twitter. It is interesting to the the diversity of responses to Will’s initial thoughts. But back to my point - Friendbook allows iPhone users to “beam” to each other their contact information/address book cards.
The headline of the promo states “Business cards are so last year.” There will always be new (communication) tools out there that have advantages and disadvantages. However, we all need to get past those and seek after what is important - not simply cast aside old tools in search of the latest greatest ones. It’s not the business card per se, but the message it conveys and the audience it reaches. I think it is the same with Twitter. It is not the tool per se, but the messages that get conveyed and the audiences who choose to listen and participate.

No tool will do it all FOR us. There is no “Holy Grail” of tools that will make good teaching easy. It takes sweat, tears, devotion, passion, dedication, intelligence, skill, professionalism, continued learning and growth, collaboration, risk-taking, networking, wide reading, deep reading,… and you could add many attributes to this list as well. It does not require a trendy approach to computer applications. There is nothing wrong with the traditional business card if it gets desired results. I fear we are communicating too much that “traditional” = bad and that “cutting edge” = good. This is so wrong, so distorted, so deceptive. My previous post on Good Vs. Effective relates to this a great deal here.

So, let’s get more passionate about learning and less passionate about needing to be “up” on every new tool that gets churned out. Let’s help reading teachers become more effective and passionate about teaching the language arts in powerful and relevant ways. Let’s help math and science teachers become more effective and passionate about teaching and reaching kids in effective ways - in realistic ways. Yes - these ways should include relevant technologies. Don’t abandon digital microscopes or data probes just because they don’t carry a Web 2.0 label. Don’t ignore programming just because it is not your thing. And, don’t get so hung up on tools like Twitter. Get hung up on powerful learning.

To quote Mariana Umaschi Bers who cites Seymour Papert:

“The power of computers for education lies in their potential to assist children in encountering powerful ideas and to engage them in experimenting with and testing these ideas”.

Wow… Just read this article in Teachers College Record titled, The Cost of Accommodating Classroom Technology by Michael Bugeja and was blown away - both by his pessimistic view of technology, some great insights and then by his final recommendations which are a little more optimistic and common-sense. Here is the gist of it (really pared down… read it for yourself to get the whole context).

1. Pedagogy has had to change to accommodate technology. This is a bad thing. It should be the other way around. This can be both a good or a bad thing. Certain technologies have a way of amplifying need for more effective pedagogies that education has long been advocating, such as problem-based learning, collaboration, problem-solving, analytical thinking, social learning, high engagement, authentic and situated learning…, use of primary resources, creativity, differentiated learning… And, I would agree that in many cases, pedagogy has changed with the infusion of technology. But, I would disagree that it has HAD to change to accommodate technology. Ineffective teachers continue to be ineffective with new technologies. Effective teachers continue to refine their craft and become even more effective with powerful uses of technology. Yes, there is probably a honeymoon period where any teacher needs to learn new tools on rather low-level tasks to avoid cognitive overload, but they quickly understand the need to scale up their use and their use with their students.

2. Educators are “altering” long-tested learning theories/methodologies to invest in new media touted by for-profit corporations. All I can say here is “Hooey!” If anything, teachers are putting aside less effective, more teacher-centered strategies and replacing them where appropriate with more student-centered, meaningful learning strategies. And, as with technologies like PowerPoint, teachers at all levels have been duped into more teacher-centered practices due to this slick presentation tool that makes stand-and-deliver teaching all that much easier with less knowledge and preparation. But I think (hope) that is changing. I would agree that there appears to be an emphasis in the educational technology community for more constructivist/constructionist teaching methodologies and this needs to be balanced out better with effective implementations of technologies to support the more direct instruction pedagogies. They do play an important role in the classroom with the right students for the right learning goals.

3. Educational institutions at all levels invest in equipping with trendy gadgets programmed for revenue generation rather than for learning. Well, I know this goes on, especially in higher education, but K-12 education is certainly not exempt. It makes me think of the Channel One television programming initiative in schools where students HAD to watch the daily broadcasts, rife with advertising, so that schools could outfit their classrooms with this revolutionary technology - the television. And, one can certainly claim that vendors of all types are foundationally more interested in revenue than student learning. But this does not mean that visionary educators cannot usurp any of those interests for the betterment of their students, teaching and learning. And, there are many commercial-free options.

4. Administrators compromise common-sense thinking in order to fulfill grant guidelines and get the cool gadgets. It happens. Often the cart is put before the horse. Technologies before infrastructure. Tools and opportunities sans support. Technologies before teacher buy-in, teacher training, and downright poor choices of technology to to misinformation or lack of information/knowledge.

5. Any system or body that challenges the technological imperative is doomed… such talk is considered heresy. This statement resonates with me to some degree. Sometimes I feel that educational technologists and technology proponents are too quick to see the “benefits” without thinking about the “tradeoffs” at a deeper than surface level. Get the stuff now and find a problem that it can solve to justify the expenditure. Too often, I think folks like Neil Postman, Larry Cuban, Richard E. Clark, Todd Oppenheimer,… are spoken of as “luddites” without really taking to heart what they have to say.

6. The Internet has destroyed the process of peer review and the scientific method. Just because anyone and everyone has the ability to “publish” on the Internet does not mean these two valuable processes have been destroyed! The issue has raised the importance of new types of literacies in a digitally connected world - data smog, information glut, info-glut, info-garbage… whatever you want to call them. If anything, these processes become even more important as we all struggle with evaluating validity and accuracy of on-line sources of information. Especially students need to be equipped for effecively navigating the digital world of information. I think that too often we have been guilty of not being critical of traditional print resources - especially the highly-based slant present in many textbooks used in K-12 education.

7. Traditional repositories of information (libraries) are being undermined by on-line databases and information archives. We don’t read scrolls anymore (except for those who study ancient writings, and I am sure they appreciate being able to view those original sources on their computer screens). I am sure someone felt threatened by the shifts over the centuries with information technologies (printing press, pencil/pen, newspapers, telegraph,…) What I do understand is that sometimes internet-based information’s shelf-life on line can be rather short… here today and gone tomorrow. However, I think most authoritative and peer-reviewed sources of information that lie in on-line databases and the like will continue to change forms. They will always be findable in whatever form the exist.

8. Social networks serve to sell and surveil its mindless victims. Again, I don’t think that we have been critical enough of some of the social networks out there… free services with many hidden agendas and advertising imperatives. Commercialism and consumerism are being infused into social networks targeted at younger and younger children (Webkinz, Club Penguin, NickTropolis, NeoPets, Disney XD, imbee,…). Are we largely ignoring the tradeoffs with our exuberance for social networking? However, there are many new tools out there to customize social networking in educational settings with the option of being free of advertising and consumerism undertones (Ning, Elgg…). And, it is a reality that our students are using these social technologies. We should not be ignoring them. They need help learning how to swim in these new waters.

9. We are losing fundamental freedoms “due to an ill-informed populace distracted by rampant consumerism.” Just read Neil Postman and others. They make some very valid points. Are you reading this stuff or just ignoring it? I think it is critical to read the work of others who might be in direct or somewhat direct opposition to what you believe, as they can be very instrumental in bringing balance to the conversation as well as enlighten you on some things that perhaps you have not considered.

10. Technology has caused a loss of free time for family and friends in a 24/7 work-day. There are some folks out there with technology addictions. There are folks who can’t ever get away from the office due to the office being in their pocket now. But there are also folks who are able to free up time spent commuting, traveling, and are able to create flexible schedules and work from home, in the end, spending more time with children and family. There are many technologies that save time. It is even more important today with all of the distractions and data smog that we become more highly skilled at managing information. RSS technologies, as one example, have brought so many advantages to this discussion. There are also many technologies that are bringing people together across great distances, whether they be family, friends, colleagues, experts or others. Distance education has been a lifeline for many who simply cannot take advantage of the great institutions and teachers out there due to their geographic location.

11. Technology addiction kills (cellphone drivers & iPod pedestrians). It sure can. But, we can’t single out “technology addiction” in this argument. There are many addictions out there that can kill and do kill with so much greater frequency. Welcome to an imperfect world. All the more reason to educate our youth and adults alike on leading healthy and balanced lives.

12. Education believes we need technological devices no matter what the cost. You will run across some who seem to believe this. However, I think that there are a great number of administrators who really make the effort to be informed and make wise decisions regarding instructinoal technologies. I think absolutist statements like this are unnecessarily derrogatory and don’t help in this discussion. But, I think there is a huge danger when we have I.T. personnel making such decisions that directly impact teaching, curriulum and data flow without the input of the folks they are supposed to be serving and supporting. I have run into so many [bad] situations where these folks know they hold the power over you and weild it proudly!

Here is the advice presented in this argument. It’s pretty good for the most part, I think.

• For starters, they should stop celebrating technology and start seeing it as an autonomous system so as to introduce it responsibly into the classroom.
• Digital technologies can be used judiciously to supplement and enhance [what about transform??] many but not all educational endeavors. That is why assessment before investment is more important now than ever.Educators must ask fundamental questions before adopting devices, applications and platforms that may erode rather than promote critical thinking, such as:

1. How will this device or application enhance or detract from my learning objectives?
2. How will [or should!] my pedagogy change, if at all, if I adapt the technology into my lesson plans?
3. What is the motive programmed into the interface, template or application, and how can I adjust for that in the classroom, online or in-world?
4. What are the risks—privacy invasion, online harassment, restrictive service terms, etc.—that might trigger controversy or code violations?
5. What type of learning curve is required to use the device, application or platform and what am I willing to sacrifice during class or office hours to make up that loss of time?
6. What will the new technology drain from the existing IT system in terms of bandwidth and/or upgrades and support to existing computers, devices and services?
7. What new costs will students incur in addition to any texts if I require use of any device, application or platform?
8. What will the cost be in workload to my colleagues if a new course is created to accommodate the device, application or platform?
9. Has the new course been assessed in terms of effectiveness and student demand in an existing module such as a seminar, workshop or independent study in the course catalog?
10. When, where and for what purpose is use of the technology (especially mobile devices) appropriate or inappropriate?

“If we practice these tenets, we will model the behavior we wish to see in students so that they develop new awareness of technology and its power, cost and limitations. With such awareness, they will be able to accommodate technology effectively into their lives.If we fail to practice these tenets, students will accommodate technology to such extent that it will use them, complicating their lives with government surveillance, impulse buying and constant distraction.”

So, where does that leave us? I think cautious optimism is not a bad thing. The tone of this article is that we are all doomed! We are all being duped! I don’t think so. When I look around and see what so many amazing teachers are doing with information technologies and other technologies, it is truly inspirational. We need to celebrate these examples more. Are there some less-than-stellar implementation of technology? Sure. Are there some serious issues to consider and wrestle with? Yes. More than ever we need a highly-skilled and informed citizenry. Our preservice teachers are not being prepared for this new world to the degree necessary. Our inservice teachers are struggling. Many are refusing. Many are faced with so many obstacles. And many are excelling.Let’s continue to celebrate and communicate excellent examples of technology to support learning. I applaud the educational technology community in doing this so well already. Ustream.tv, blogs, wikis, Elluminate, TalkShoe, Skype, podcasting, - these are technologies that have been celebrating, teaching, empowering, connecting, and building a highly professional network of like-minded educators like never before. These tools are simply the vehicles by which all of this is happening. Opportunity to learn has increased exponentially.

The bigger question we should ask folks who are dragging their feet is, “Why don’t you want to learn?”

What a title, right? Well, I just went through all of those emotions when I read this February 10th article from the Washington Post titled, A School That’s Too High on Gizmos. What can I say… you have to read it to see if you experience the same emotions. In a nutshell, it describes the teachers’ and students’ experiences in a very high-tech school in Alexandria… and most of what is reported is not good. Imagine - a new building, state-of-the art, all of the technologies anyone could want (and it turns out more than most want), and teachers who are disillusioned, turned off, and frustrated. Students who are recognizing technology for technology’s sake. The term used is “administrative technolust” -

“a disorder affecting publicity-obsessed school administrators nationwide that manifests itself in an insatiable need to acquire the latest, fastest, most exotic computer gadgets, whether teachers and students need them or want them.”

Teachers being told that they cannot use more traditional technologies (i.e. overhead projectors, chalkboards…). Technical problems continually interrupting learning. The mourning of face2face socialization and increased depersonalization. I love this one quotation from a student who admits that his favorite teacher

“isn’t into all this computer stuff. All he uses is the board — the whole board. He’s lively, energetic, witty and really knows his math. He forces you to pay attention; you can’t drift off even if you want to.”

I love that. It brings a balance to the conversation about 21st century teaching - that good teaching must precede effective technology use.

Now, there are so many issues to address in all of this - technology before training, unsupported infrastructure, mandated teaching styles, mandated tools, lack of mentorship, technology for technology’s sake, technology as magic bullet, technology diversion, poor leadership, and more… I think this might be the first article that I have read that includes so many illustrations of poor technology implementation. It also brings some insights into the great conversations that happened over on Scott McLeod’s blog Dangerously Irrelevant and Pete Reilly’s blog, Ed Tech Journeys, about whether technology should be mandated or not. And, in all fairness, it is one highly publicized article that I am sure does not capture the situation in a totally unbiased and objective manner.

Anyway, read it for yourself. How did it make you feel? Let me know.

Okay, I don’t know if you have already played with Twittervision or not. It has been around for a while, but , I just discovered it the other day and sat there staring at the screen for quite a while, pretty amazed. It allows you to see twitter posts as they are happening, but within a globe or map view. You also have the option to allow it to track your own tweets. Here are a few clips of what it does. First, the 3-D version:

[youtube=http://www.youtube.com/watch?v=x90Y0VKyXV4&rel=1]

And there is also this 2-D view of the same thing:

[youtube=http://www.youtube.com/watch?v=DAP0IlpHAwo]

I am not sure what the educational value of it is - or if there is one. If you have any thoughts, please share!

I recently learned of a new tool called Tooble that was introduced at Macworld Expo 2008. What is amazing is that this tool has been created by 2 high school teenagers! It is a free download and once it is installed, it works with YouTube and first downloads then converts your selected videos to .MP4 format. It will even automatically add them to your iTunes library if you wish and compatible for your iPod. For me, this is great because I never like to rely solely on a network connection when I want to show videos to my students in class or in a presentation elsewhere. I have been using Zamzar to convert such flash videos, but this tool makes it even easier. Here’s how it works (the functions correspond to the image below).

1. You can enter a URL of a specific video

2. You can search for a video at YouTube

3. You can search by YouTube’s common filters as well as your own favorites

4. Select the video(s) you want converted and saved locally as .mp4 files

5. Click “Download” and the magic begins.

It could not have been easier! For now it is only Mac compatible, but one of the high school students, Alex Catullo, is working on the Windows version. Thanks to their computer science teacher for encouraging powerful uses of technology beyond shallow mind maps, dull PowerPoints, and pretty page layouts.