Posts Tagged technology

Technology Should Be Fun

Technology is a lot of things to a lot of people. One of the main things it is to me is fun. My students at school and I have spent many laughs from doing goofy things with technology. One day we put my little wall aquarium on the big screen with the help of a document camera. For a few brief minutes, we had enormous plastic fish in the school’s largest aquarium. There are always crazy mishaps when technology goes awry. The power went out at my school the other day and one student said, “With budget cutbacks, the school probably didn’t pay the electric bill.” You have to have a sense of humor in education and in teaching. It makes each day a bit more interesting and enjoyable. Plus, having a playful attitude is good for the creative process. Humor opens the mind to see the world in different ways. In an after school club, the students have been creating “Stick Art Jokes.” I’ve been sharing them with my classes and they’ve gotten to be pretty popular. My kids at home have been in convulsions using technology in the most ridiculously funny ways on YouTube.com or with a digital camera. Is there any serious value to being able to do this? Probably not. Not unless you want to have some serious fun.

Bighead

 

 Too Much Weightlifting

 BigEyes

 Check out what can happen when people have fun: http://thefuntheory.com/. Having fun with technology is a good reminder–smile and enjoy life.

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How a Virtual Learning Environment Can and Should Help Learners

Jeff Borden gave a great presentation on the rationale of why and how online learning can help students and teachers. His talk was not full of the often empty rhetoric about how “digital learners” are different from the rest of us. I’ve thought and written about this on my blog (MrPahs.com). Jeff said the learners haven’t changed–the way they and we learn has changed. I think the sooner we include everyone in the conversation about learners the better. No one benefits from creating a divide between so-called digital and non-digital learners. Another point that Jeff made was that students like technology because they like variety. We all like variety–young and old. Online learning can help address this deep need inside of all of us.

Another important way Jeff made for the case for online learning is that the technology can meet the many needs that teachers have everyday. As teachers, we want our students to write more, to think more, to create more. Online technology tools can help us achieve these goals. By using some very straight-forward tools effectively, we can get a lot of return for our investment. What really came through in Jeff’s talk was that he wasn’t just a “tech head” going off on the cool new tools. It was very clear that he uses these tools in actual classrooms. It’s great to hear from someone who has “the goods” and can help teach and inspire others.

Note: This blog entry was also posted at http://boardbuzz.nsba.org/tl/2009/10/how-a-virtual-learning-environment-can-and-should-help-learners/.

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T+L Conference–I’m excited!

I’m looking forward to the T+L Conference (Technology and Learning Conference) the next few days (October 27-29, 2009) in Denver, CO . It’s run by the National School Board Association (NSBA.org) and the sessions look very interesting. I’ll even be presenting at the “Excellence in Education” Fair from 4:30-6:30 Wednesday afternoon. What fun!

Here’s my blog post from the General Session on Wednesday: http://boardbuzz.nsba.org/tl/2009/10/frans-johansson-and-the-medici-effect/

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FETC-2009 Conference Keynote Speaker: Cavlin Baker

I just attended the FETC 2009 Virtual Conference for educational technology. The keynote speaker Calvin Baker from Vail, Arizona talked about how his district is using technology to promote teacher creativity. At first I thought it would be a talk about how technology can help teachers create “new media” to “wow” their students out of their stereotypical slumber. As you can tell, I dislike the notion that I need to use technology to entertain my students. Luckily, I was completely wrong. This was a great presentation because what he said made a lot of sense. Here are some poignant highlights. 

Districts need to get new technology into the hands of the teachers first. If you do, then they learn how to use it and incorporate it into the classroom. Bravo! Another thing Calvin talked about was that there needs to be accountability and structure when using new technology. It’s not a free-for-all. Many promoters of new technology want to throw any and everything against the wall to see what sticks. That’s irresponsible in education. Calvin explained a web tool they developed called “Beyond Textbooks.” It’s basically a way to connect teachers together in meaningful ways–in departments, within schools, across the district and even across the state. Too much of teaching is a solitary activity–to the detriment of the profession and to students. This tool includes shared calendars so a teacher can see what other teachers are doing and when. I like this type of sharing and accountability. An open learning environment benefits all. Too many teachers don’t do what they need to do and no one ever knows about it. A shared calendar is a step in the right direction.

Another aspect of Beyond Textbooks is the sharing of lesson plans. A colleague and I have been talking about this for years. There’s no reason a new teacher should have to spend years developing solid lessons when there are great lessons already available: they are in the filling cabinets of most veteran teachers. What Beyond Textbooks does it help pool all of the great lessons from across the district and make them available for all to use. My district has been working towards something like this but it’s a huge undertaking and we haven’t been able to get it off the ground.  Because the lessons are seen and used by other professionals, the quality of the products is very high. When there is an audience, people tend to perform better. Plus it gives teachers the opportunity for others to see what great stuff they’ve created. OpenEducation.org and THE Journal wrote about this initiative. Open up education–what a great idea!

There is a forum attached to each teaching resource so that teachers can connect to other teachers in a meaningful and timely way. Too many websites offer to “connect teachers” but they don’t have any real meaning. As a result, teachers join social networks and then never visit them again. The Beyond Textbook repository is key to the daily life of teachers: specific lessons tied to their specific state standards in their district. The forums allow teachers to comment and give feedback on the lessons thus improving the lessons. This technology can also give teachers the intrinsic rewards that we all crave.  

Teachers love to create and share the things that improve instruction. That’s why a great many teachers are in this business. Technology like Beyond Textbooks can help these creative individuals have even greater impact. I wish my state had something like this.

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Who Filters the Internet?

As I was reading the other day, an interesting thought occurred to me. What if your favorite magazine printed every single article that was submitted to them? What if your favorite TV channel produced and aired every single show that was pitched to them? What would TV, magazines, etc. look like? Here’s the answer: the Internet. I don’t know about you but I don’t want to read every article that was sent into Time Magazine or National Geographic. I don’t want to watch everything that was sent in to channel 9. I want someone to filter out the junk and provide me with something of quality.

But that doesn’t happen on much of the Internet. You get the good and the bad. When you type a Google search for something, you get lots of junk. Go to YouTube.com and you’ll find every ridiculous video that someone with some time and a video camera uploaded. I’m not innocent either, I’ve uploaded some pretty useless stuff (seriously, don’t bother looking at this: homemade “music”. It’s not worth your time). This is one of the simultaneous strengths and weaknesses of the Internet. You get access to loads of stuff you didn’t have before but the price is gobs of stuff you never wanted to see.

Back in 1988 the dad of a good friend of mine stated something about the Internet that shocked me. He said that the Internet was going to reduce the overall quality of information in the world. What? Could this be true? I was young and so was the Internet–what this man said surely couldn’t possibly come true. The comment stuck in my mind because he was a very sharp man and understood technology better than most back then. The sad truth is that he was right. The Internet has diluted the quality of information world-wide. Sure, there are some amazing things available on the Internet–but for every one piece of quality, there are 100 or 1,000 times as many pieces of absolute garbage. Email communication is great but spam is 90.4% of all email. Terrific!

A recent “Did You Know 4.0” video states that “More video was uploaded to YouTube.com in the last two months than if ABC, NBC, CBS had been airing new content 24/7/365 since 1948.” Pretty amazing. Two points to consider however. Is this statistic even accurate? There is no reference to check their math. Apparently the attention-span of the “new media” consumer is so short that the accuracy of facts doesn’t matter. The second point to consider is the quality of that video. YouTube hasn’t ever produced something like Lost, Friends or Seinfeld. If you want more, the Internet is there for you. But I also want quality.

So please don’t see the Internet as if it were something it’s clearly not. No one is filtering the Internet. This is a good and but also bad thing. As good educators, parents, and consumers, we need to keep this in mind.

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Information Explosion!

With the creation of the internet, the amount of information available to people is overwhelming. The sheer volume of stuff out there is staggering. There have been lots of estimates of how much information is accessible via the internet but as it grows, the numbers continue to increase–exponentially! People have even calculated how much the internet weighs! So, this must be a problem for educators. What should they teach now that there is so much new information out there?

But is this really a new problem? If you’ve ever been to a large library, you’ve noticed that clearly there is more information in all of the books than the average person can consume in a lifetime. The problem of information explosion in not new. What is *relatively* new is the technology allowing us to access. It seems like the information explosion is a new problem but it’s not.

Educational leaders and those who talk about school are panicked about this “information explosion.” I’ve been to more than a few in-services and lectures where speakers astound us with their calculations of how much information is “out there.” Then they tell us that it’s changing everything. What they forget is that too much information has always been “out there.” Since the invention of the printing press, there has been too much information for one person to absorb. So the task of a good educator is the same as it’s always been: to help students make sense of the world. The tools that help us do that have evolved and changed but that’s always going to happen. Nothing stays the same so we adapt. Our core job is and must continue to be to help students understand the world and give them the tools to continue understanding it. The students won’t suddenly begin to teach themselves with the Internet. We can’t just turn students loose on the Internet so they can “find” the information themselves. Knowledge without the guidance of a skilled teacher is chaos.

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Should All Teachers Be “Tech Experts”?

If you have ever gone to an educational technology conference, it seems that every teacher there is a technology expert. The presenters and workshop leaders explain how easy their technology is and how much it improves student learning. Many teachers I’ve talked to, especially ones new to technology, come away feeling excited by new possibilities but also a little deflated because of the sheer volume of possibility.

If all of the new technologies were that easy, why isn’t everyone using them? Part of the reason, I believe, is that there are so many technologies available. Teachers can’t be experts at all of them. The prevailing opinion of many technology folks is that teachers need more and more technology. It’s true that many aspects regarding technology are relatively simple. Users have menus and boxes to click the various options–it’s all right in front of them, right? The sad reality is that unless you have already learned which box to check or which menu to select, it doesn’t matter. Implementing new technology takes time, energy, and effort. And these are scarce resources in the teaching world. So what is a teacher or instructional technology specialist to do?

Leverage your talents.

What I mean by this is that you need to  take advantage of the wide variety of technology skills in your school. Everyone doesn’t have to be a “blog expert.” You just need one or two. Find someone on your staff who is or can become the expert on one technology. They do what I call the “heavy lifting”–they research good blog tools, they learn how to set up accounts and find out which check boxes to select, and they learn how to effectively integrate blogs into the classroom. Then you leverage their talents during Staff Development time. They help teach the rest of the staff. If you have a core set of technology tools and a core group of experts who can help others, you will be on your way to tackling the mountains of technology available. And you will have success.

Teachers don’t have to become technology experts. By leveraging training and support, schools and instructional technology specialists can achieve much more.

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Windows Live Office

In the world of education, Apple dominates the field. Often Microsoft is seen as the bad guy. However, Windows Live Office is a service that I began using recently and I really like it. All of my documents are Office documents (Word, PowerPoint, Excel). I’m at that point that I can’t keep track of them at home and at work. I like being able to access the same document wherever I am. The upload to Office Live was easy–I uploaded 10-15 at one time. When I edit them, they open on my computer in the native Office program. Then they save back to the web just like it was part of my hard drive.

I have also tried Google Docs. I could upload only one document at a time and many of my documents didn’t look the same after they were converted. I like what Google is doing with their Google Apps product. I especially like the forms you can create. However, I don’t have time right now to convert all of my literally hundreds of documents to the Google format.

So I’ve decided that since I have Windows Office available at home and at work, why not use the Windows Live Office product. The main downsize is reliable access to the Internet (cloud computing’s main weakness). I’m not sure if I will be the eventual Google Doc convert or if the full features of Office will keep me committed. What I do know is that I really like being able to upload documents on the fly and then access them anywhere. Regardless of the specific tool, isn’t that what networks are for?

PS. I just copied and pasted this text to MS Word to double-check my spelling and grammar. I could’ve logged into my Google Docs account to proofread it but it was quicker to open Word.

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Talk About Lost Opportunity

When I think about all of the things in technology to discuss, it’s almost overwhelming. Probably the one topic that leaps to the top of my mind is “lost opportunity.” There are so many chances to help teachers integrate technology effectively into their classrooms. However, much of the time, it doesn’t happen.

I just spoke today with a colleague who was part of a year-long technology education program. He wanted to do something new professionally and he wanted to challenge his students. However, after a year in a very “forward-thinking and collaborative technology group,” he only came away with one or two lessons. That and a laptop. (Not surprisingly, the promise of a laptop was the main draw for many who joined this program.) In the end, the main obstacle to effective change in his classroom was time. He told me that it was too difficult to learn the software, to teach it to all of his students and then to teach them how to use it to demonstrate understanding of a concept. For him, it wasn’t worth it.

Unfortunately, there are hundreds of teachers who feel the same way. So what can educational leaders do? They can listen to their teachers. Often the leaders of schools listen disproportionately to the many “technology experts” that promote the use of this tool or that tool. Too often these experts aren’t in the classroom anymore. They spend much of their time learning about new technologies and teaching others. That’s a fine thing to do. But to be most effective, they need to be in the classroom on a regular basis–not just for quick visits but full-time. Then they would know and understand the difficult realities of integrating new technology into the classroom.

Seasoned technology specialists who still teach can help other teachers implement technology effectively in their classrooms. They can help turn lost opportunity into real possibility.

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What’s Driving Technology Integration at YOUR School?

The driving force behind technology use at any organization is often hidden. Sure, technology happens but when it does, it’s difficult to know exactly how or why. Schools are no different than other organizations. Lots of people talk about what technology–what they want, what would be nice to have, how much time they’d save, etc. But many times, no one really knows how or why technology get purchased and integrated–or in most cases not.

Educational leaders need to open this process up. Examine the structure of the technology support team and how they relate to the end users. Educators need to ask a lot of questions. How is the tech support staff structured? What are their mandates and goals? How does the tech support staff respond to end-user needs? How do end-users utilize the services of the tech support staff? Who is leading the way in terms of technology adoption and integration? Does it come from the end-users? or the tech support staff? or from the educational leaders? What drives technology? Are the software folks talking to the hardware folks so that everyone has a shared vision?

What I’m saying is that there are a lot of disconnects. Many useful technologies don’t get adopted because there isn’t someone with foresight and vision in charge. Sometimes technologies don’t get implemented because no one is looking at the process. Other times technology gets purchased and it sits because there isn’t any follow through.

Without a clear vision for technology, the tech support staff can get trapped in a “fighting fires” mentally. They wait until something breaks and then fix it. Crisis management isn’t a bad thing–unless this is the way an organization always functions. It’s no way to run a top-performing school. There are so many great things that can be accomplished with insight and planning.

So take a look at YOUR school and ask yourself what’s driving technology integration.  It needs to be committed individuals with vision, planning and follow through.

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