EdTechTrek

A great deal has been swirling around in my brain over the past weeks. It has felt as if I have been pulled in way too many conceptual directions. This seems to be what is happening as access to resources and people who share ideas and resources (diigo, twitter, plurk, rss, blogs, elluminate sessions, UStreamed events, podcasts, Coveritlive live blogs…) continues to abound. It is wise advise to be able to filter all of that information, but somehow I have not quite gotten my filter to the point that I need it to be. It is all interesting. It is all relevant. I love it all. But, it reminds me of one of the toughest lessons that I had to learn as I went through the grueling dissertation process… narrowing and focusing in on a specific question/issue to be investigated. For me, that was the most difficult process. I wonder if I need to go back to that idea just a little in this fantastic information age…

So, in the sprit of that thought, I am returning to some ideas that I have been wrestling with as a result of reading Neil Postman’s book, Amusing Ourselves to Death: Public Discourse in the Age of Show Business (1985). If you have not read it, I highly recommend it. Like anything else Postman writes, it is not an “easy” read. But you need to be doing this type of reading. Reading blogs has been wonderfully rewarding and challenging, but at times it can be a little synonymous with “quick mental snacks”. In these exciting times of immediacy of information and access to so much great public discourse, don’t rob yourself of the opportunity (and discipline) of getting lost in important ideas found in great books. Be certain to feed yourself in diverse ways that both feed and strengthen your noodle.

Here are two related quotations that I have yet to reconcile:

“…television clearly does impair the student’s freedom to read, and it does so with innocent hands, so to speak. Television does not ban books, it simply displaces them.” (p. 141)

We know that “screen time” has increased over the years with kids and adults alike (Pew1 Pew2). There is nothing inherently wrong with that. Yet, one can’t help to raise the question, “What’s being lost?”. And, to follow up on that question, “Is what’s being lost worth losing?”

Neither of these questions are easy to answer. The first question requires one to determine if indeed something is being lost, and secondly, if the answer is “yes”, then is the loss significant? Does it matter? Is increased screen time simply altering tools of reading (like the Kindle), or is it displacing valuable reading habits altogether? Although I have no statistics to support my hunch here, I tend to think that the Kindle and other such devices are not “the rage” with kids. Although great writing can be accessed and read online (not yet where it needs to be, though), I know that is not how most kids are spending their “on-line” screen time.

Here’s my next springboard in this thought stream:

“As a television show, and a good one, Sesame Street does not encourage children to love school or anything about school. It encourages them to love television.” (p. 144)

So, to extend Postman’s idea, is the Internet encouraging children to love learning or simply love the Internet?

No doubt, kids are learning on-line. However, it seems to me that the challenge to teachers is greater than ever. Kids are huge users of the Internet, but to generalize, they are not such great learners who are able to harness the incredible power of Internet resources and capabilities to connect to unparalleled learning networks and learning opportunities. They need teachers to show them this side. They need teachers to set them up to be part of powerful, meaningful, and relevant learning that takes advantage of the incredible resources just a few mouse clicks and browser plugins away. They need teachers to help them form (not give) worthy questions to pursue. They need teachers to help them organize their “plans of attack”. They need teachers to show them how to efficiently and effectively find relevant and valid information. They need teachers to make them think about the hard questions they are not thinking about or are avoiding. They need teachers to help them see that hard work is a worthy endeavor. They need teachers who understand multiple ways of collaborating, sharing and creating learning artifacts without compromising the quality of the learning outcomes. They need teachers who understand the great learning potential that can be harnessed with new tools and new ways to work and create and share. They need other leaders and administrators who understand all of this as well.

So where does this all leave us?  Where does it leave you? These ideas continually challenge me. They challenge my students and sometimes come from my students, which I love.

Photo credit: Cayusa

Addendum

This is NOT how we want kids to be using their network potential!

(Disclaimer: This post is not meant to be critical of the democratic party nominee per se… only critical of empty rhetoric)

There have been a number of critics (here, here, here) who have critiqued the commonly used term, “21st century skills” to represent a new skillset that students and workers must possess in this global and highly digital society and economy.

But from this article, it is pretty clear that Obama does not have a clue what 21st century skills really entails. In ths Eschoolnews article, he is quoted as saying (my thoughts in red):

“Without a workforce trained in math, science and technology, and the other skills of the 21st century (so now math and science are skills of the 21st century?), our companies will innovate less, our economy will grow less, and our nation will be less competitive. If we want to out-compete the world tomorrow, we must out-educate (test?) the world today,” Obama said. He added: “While technology has transformed just about every aspect of our lives–from the way we travel, to the way we communicate, to the way we look after our health–one of the places where we’ve failed to seize its full potential is in the classroom. (This is quite true. I have no problem with this statement.)

“Imagine a future where our children are more motivated because they aren’t just learning on blackboards, but on new whiteboards with digital touch screens (So, simply replacing chalkboards…(they aren’t all black these days, senator) with digital whiteboards will revolutionize education. Huh.); where every student in a classroom has a laptop at [his or her] desk; where [students] don’t just do book reports but design PowerPoint presentations (Great! Let’s spend all of that money on technology infrastructure, software, and hardware so students can do PowerPoint book report presentations from their laptops. There’s innovation for you!) ; where they don’t just write papers, but they build web sites (with text copied and pasted from the Internet and from textbooks?); where research isn’t done just by taking a book out of the library, but by eMailing experts in the field (Okay…that’s actually a great idea.); and where teachers are less a source of knowledge than a coach for how best to use it and obtain knowledge(Again, a great idea, but not new in the 21st century either.). By fostering innovation (But what’s the innovation in all of this?), we can help make sure every school in America is a school of the future.

“And that’s what we’re going to do when I’m president. We will help schools integrate technology into their curriculum, so we can make sure public school students are fluent in the digital language of the 21st-century economy. We’ll teach our students not only math and science, but teamwork and critical thinking and communication skills (I hate to be a party pooper here, but these are not new in the 21st century.), because that’s how we’ll make sure they’re prepared for today’s workplace.”

So, what are we left with here? A plug for digital whiteboards, laptops, authoring websites, PowerPoint ad nauseum, and a little constructivist philosophy thrown in the mix. Oh yes, math and science is important. This is not the stuff that great speeches are made of. This is not the rhetoric of an informed politician. And the biggest slap is the subheading to the article: “GOP largely silent on 21st-century skills”. I guess they need to throw some of these terms around as well to make us all happy. Well, I certainly am not happy about what I read. I hope you are not, either. We have been struggling with these learning issues for decades now. Throwing technology into the mix is not the silver bullet. We know that. And funny, but there is no mention of any (with the exception of math and science and the hint of technology-based standardized testing) of this on his webpage regarding educational policy.

So, Mr. Obama (you should read through this), what really needs to happen to see teaching and learning innovation in our nation’s schools? Unless you have that figured out, all of the money you allocate to your “plan for change” will just be more of the same. At least we can use a digital white board to project PowerPoint presentations, right?

Edweek discusses a  June report released by the National Education Association and the American Federation of Teachers that surveyed close to 2,000 K-12 public school educators from across the US. It finds that although there have been increases in technology in schools overall, there are still “significant disparities” when it comes to access to computer tools and networks. It also reportst that while many schools have computers, they are often out of date and unreliable. Here are some more statistics that are reported:

• 83% of educators report having 5 or fewer computers in the classroom; > than half report no more than 2.
• > half surveyed use computers for daily administrative tasks
• about half use them to daily communicate with other educators (communicate what?)
• about 40% use technology to monitor student progress (electronic gradebook?)
• about 37% use technology for research and information gathering
• about 32%  use it to teach lessons
• < a fifth of teachers surveyed use technology daily to post student and class information online or to communicate with parents electronically.
• a majority feel that professional development that they received was most effective for noninstructional tasks (hence, the second bullet point here)
• a majority were “highly optimistic about the impact of technology on their jobs and on their students” and that technology positively impacted student motivation

Yet…

• 89% said they view technology as essential to teaching and learning.

What’s missing here?

• No mention of teacher personal learning networks to share and collaborate
• No mention of teachers using technology to further their own professional development
• No mention of students using computers for learning in powerful ways
• No mention of students using networks for collaborative learning

What I find most curious is that the survey itself is so minimalistic in terms of what technology can bring to the teacher-learner. If focuses on access and administrative tool use, research, and teachnolgy as a teaching tool. It does not see the larger picture of the need for systemic change, the need for lifelong teacher learning and growth, and the full potential of networks and computer technologies. What is sad is that it would appear that we, in general, are failing at such a basic level. Although there are certainly pockets of innovation and change, they are not sweeping in scope. Here is a quotation from the report’s executive summary:

“The findings of this study reveal that although all educators and students in public schools
have some access to computers and the Internet, we have few assurances that they are able to
use technology effectively for teaching and learning.”

Well, that’s certainly less than encouragine, isn’t it.

So, we have schools lacking in current tools, lacking in networked access, lacking in professional development, lacking in vision, lacking in systemic change, and overwhelmed with the incredibly diverse burdents placed upon them. What do we need then? Leaders. We need leaders who are willing to put their necks and reputations on the line district by district, building by building. We need leaders who have a powerful vision of what learning can and should be and who can effectively communicate it to others. We need leaders who can inspire by example. We need leaders who reward risk-taking. We need leaders who understand the learning potential afforded by new tools and learning networks. We need leaders who understand what meaningful learning is and looks like. We need leaders (at all levels, including governmental) who value all forms of assessment – not just formal standardized assessments. We need leaders to support urban schools. We need leaders who understand the value all pedagogies. We need leaders who help their teachers be all that they can be.

We need LEADERSHIP. Without it, we will continue fulfilling this report’s outlook – “The findings of this study reveal that although all educators and students in public schools have some access to computers and the Internet, we have few assurances that they are able to use technology effectively for teaching and learning.”

The ABC News headline reads, “Teens Prefer Computers to Doctors“. This headline is somewhat deceptive, though. More accurately, teems may be more likely to share sensitive, high-risk and confidential information via a handheld computing system called the Health eTouch than they would in a face-to-face discussion with their doctor.

One quotation that struck me from an article titled, “Waiting room gadget may prove to be a life-saver” reads,

“Our research has found that recent advances in information technology, such as the Health eTouch system, and the immediate reporting of computerized screening results may help overcome barriers to behavioral screening.”

It made me think about the complete opposite in education – the delayed reporting that comes from standardized assessments. I was talking with a teacher the other day and we were discussing the end-of-year paperwork that needs to get done on each child. Her perspective was that it was such a waste of time because nobody really looks at it, making the process even more trivial. It is a vicious circle, because the new teachers who get anecdotal and formal assessment data on their new students know that teachers like themselves just go through the motions of filling out these district-mandated forms and checklists. We also discussed the delayed assessment data results that come from standardized testing. By the time the data arrives, it is so close to the end of the year that teachers don’t really give it attention as they will be passing their students on to other teachers (this is assuming that the teachers can make sense of the data that they are provided with). It gets filed for the next teacher to sort out.

What if standardized assessment data reporting was immediate? Would that change things (assuming that the data was actually useful, valid, and reliable), or is something still missing from the equation like a doctor’s mind – one that understands the data and combs it looking for important information and correlations. Do most teachers really take the data seriously? Do most teachers really know what to do with the data once they receive it. I remember our faculty sitting in on one – yes one “in-service”…groan… where we were told what the data we had just received means. I never had a course in undergrad or Master’s program that helped me understand the data and take action based upon the data. Only during my doctoral program did serious attention to this ever emerge.

So, we have the problem of delayed data receipt, lack of understanding of what the data means, lack of understanding of what action to take based on the data, lack of credibility and respect for the data itself, and disenfranchisement with the whole formal data gathering, reporting, recording, and action process.

Imagine if your teacher was your doctor? What then?

Would a handheld data gathering device really help any more than a handheld computing device put into the hands of a novice or traditional teacher really bring learning innovation and power into the classroom?

As Obama would say, we need change. “Change will not come if we wait for some other person or some other time. We are the ones we’ve been waiting for. We are the change that we seek.”

Are we just waiting for change, or are we, as Hillary Clinton said, just repackaging things others have tried … “not change you can believe in, it’s change you can Xerox.”

We need educational assessment reform in this country as badly as we need healthcare reform.

A recent report by the Education Sector and the FDR Group “surveyed 1,010 K–12 public school teachers about their views on the teaching profession, teachers unions, and a host of reforms aimed at improving teacher quality.”

Here is one finding that I think merits serious thought:

Only 26 percent of teachers say that their most recent formal evaluation was useful and effective in helping them to improve their teaching. Seventy-nine percent support strengthening the formal evaluation of probationary teachers. And nearly a third of teachers (32 percent) say that tenured teachers should be evaluated on an annual basis.

I can remember some of my “formal” evaluations. They were typically done by an overburdened administrator who had the monumental task of evaluating every teacher in the building at least twice a year in addition to all of their other responsibilities. Often, those evaluation visits where rescheduled due to unexpected events that arose. And, all of those evaluations where scheduled ahead of time. The result – teachers (myself included) would plan a smashing “song and dance” lesson that included those key elements that we all knew the principal liked and was looking for. Once the evaluation was over, it was back to business as usual. In the evaluation de-briefing (which also had to be scheduled with every teacher), unless there was anything glaringly abhorrent, most constructive criticisms were insignificant at best.

So, it is no surprise to see the low statistic of only 26 percent of teachers reporting that they found their most recent formal evaluation useful and effective. Along the same lines, 32 percent of tenured teachers feel that they should be evaluated on an annual basis. That makes total sense if almost the same percentage feel that those evaluations are not all that beneficial.

So, what to do? Are K-12 administrators perhaps not the best candidates to do faculty evaluations? Are they too busy to really give useful constructive criticism? Is their own teaching craft stale and their own idea pool dry? Can we expect building administrators to really be excellent teachers as well? Perhaps you consider yourself lucky to have an administrator who is still an active practitioner and who is keeping up with teaching innovation. But, my guess is that if you did a PowerPoint, projected a web page, sang a cool song, or did a nifty craft, you would get kudos – assuming your students were well-behaved (notice I didn’t use the term “meaningfully engaged”).

Who said education reform was simple? Are new models of teacher growth and evaluation needed?